52 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4a5ba1c511b0bcda106b1c16ca68011e.pdf c52f107a12703ee5798d60bbc415e86d PDF Text Text t. John's Collegian Vol. LVIV- No. 11 ANNAPOLIS, FRIDAY, FEBRUARY 25, 1946 Kierkegaard Mr. Howard Johnson's lecture on Kierkegaard was remarkable for clarity, vividness, brilliance, humor. But to say this is folly. It is more aestheticism. It is aestheticisms of the same sort as that of the man who reads great books in order merely to see and enjoy what they say without caring whether it is true or false or whether it may have good or evil consequences in human lives. The enjoyment of great ideas like the enjoyment of excellent wine and like all other enjoyments that belong to the aesthete's way of life, only conceals boredom, despair and angst. For such enjoyment can provide no support against the individual's awareness of the insecurity of his existance, of the fact that he will one day die. This aestheticism was the first of the "existential possibilities" that presented themselves to Kierkegaard as a way in w1\ich the individual might use the time between now and death. But since aestheticism leads to despair, it is not really a way. There is another way, the ethical. The man who follows it does not lose himself among transitory joys; if he were to do that, it would be only just that nothingness engulf him at the end. No, he resolves to do his duty, come what may, so that it may be a damnable injustice when nothingness does finally engulf him. But this does not remove his despair because it does not remove the waiting nothingness. Another "existential possibility" appears in what Kierkegaard called Religiousness A. In religiousness A the individual postulates the existence of God as the author of a divine law. He postulates his own responsibility to the law and so his own freedom without which responsibility would be meaningless. He also postulates immortality as the reward and fulfillment of obedience. He has, then, as absolute end to pursue, i. e. perfect obedience to the law of God. But there are also relative ends, and the task is simultaneously to maintain an absolute relation to the absolute end and a relative relation to the relative ends. Alas, the individual finds that he is involved in an absolute devotion to relative ends. So he has first to practice renunciation. Price: 10¢ He discovers, however, that no matter how many things he may renounce, there is still that relative end which is himself. He has to mortify himself, to destroy pride; but pride is always returning even in the very act of the destruction of pride. Meanwhile time has been passing, and he has to make up for the past. He finds that his failures are not isolated and accidental; they are all connected by a sin that is deep in his soul and of ·w hich he cannot rid himself. He is guilty, condemned by the law, and with death can expect only misery. This leads to Religiousness B. When every human reliance has been exhausted, when it is apparent that with men salvation is impossible, then only does the individual wait upon the mercy of God. The law by telling a man the bad news about himself makes him attentive to the good news. The good news is that God has appeared in time for him and for his sal va tion. But the appearance of God in time is the absolute paradox, and one can relate oneself to it only through the leap of faith. Jesus Christ, the Crucified One, is an offense to reason; and faith in him always involves opposing the offended reason. Before making a general comment upon the lecture the reviewer would like to point out a one-sidedness in Mr. Johnson's picture of what . he called "legalistic Judaism." He cited "legalistic Judaism" as an example of Religiousness A, representing the Pharisees as inevitably involved in an absolute devotion to relative ends because of their attempt without grace to obey the law. It must be said, however, that although from the Christian point of view the law is only the wrath of God since it brings the knowledge of sin but does not redeem, from the Jewish point of view the law is itself grace and Spirit, and through the law and obedience to it God has appeared and is in time. What, then, is there to prevent the Jew from understanding his religiousness as Religiousness B? From Mr. Johnson's presentation one might infer that in the writings of Soren Kierkegaard the road to Christianity is straight and clear for all to see. Such an inference, however, would �Page 2 ST. JOHNtS leave unexplained the fact that, although many Christians have found in Kierkegaard a way to restate (if, indeed, it is not more than restatement) orthodox Christianity, other men have been able to adopt what they think is the essential (or existential?) truth in Kierkegaard and at the same time reject Christianity. Surely Kierkegaard was passionately concerned for himself, whether or not he were a Christian and what it might mean for him to be one. For this reason his example is extremely useful for anyone who because he is a respectable American citizen or skilled in the liberal arts or a member '.of some church takes it for granted~hat he is a Christian and so rests comfortably in unbelief. On the other hand, Kierkegaard was pot a Christian apologist; he was not trying to persuade men of the truth of Christianity. And if, as appears to be the case, he was finally a Christian, he still left each other individual to find his own way, since it could not be otherwise. But was the Christianity of Kierkegaard really Christianity? Beware of easy answers to the question: What is really Christianity? This question and this warning are indeed within the spirit of Kierkegaard himself. We may, then, wonder whether or not a Christianity which has as its basis man's concern over the nothingness with w~ich death threatens his being is really Christianity? Also what sort of thing is Christian faith? If the meaning of existence is not reason but Jesus Christ", is it necessarily aJso true that faith in Jesus Christ requires the opposition of reason? Is reason, after all, that important? -J. W. Smith. COLLEGIAN ~nd that is important, but what difference would it have made if the two philosophers' relation as teacher and pupil had been reversed? Not one whit. The ideas remain unshakeably the same. It is this very importance of the distinction between the two methods (shall I say?) that Mr. McKeon was dwelling on so forcibly last Friday evening. This lecturer has a way of stimulating our memories, and even his quest_on period performance did not exceed his presi entation in the lecture itself. He recalled to our minds that the Platonic lawgiver's reason for dismissing the poets is simply that he is afraid they will ruin his own beautiful poem (the polity) and substitute ugly poems (Homer ?) in its place: that Aristotle would merely dismiss the bards with an outward frown of warning and an inward smile of contempt-no more. For Plato, if Socrates comes to an understanding with Thrasymachus, they had both come to an understanding of the nature of things. Aristotle merely remarks that truths simple in themselves are not necessarily simple to the understanding. Plato's dialogs are dramatic; he never lets us forget that philosophy is a doing also, and that understanding them requires an active participation on the part of the reader. The works of Aristotle are analytical; he is said to be the father of science, or rather, of sciences. In general the poetic philosopher tends to assimilate distinctions; the non-poetic one to make them. In the centuries immediately following, Plato is almost unanimously acclaimed to be the greater of the two, and a multitude of conflicting doctrines are read into his work, ranging from the mysticism of Plotinus and the magic Philosophy, Poetry, McKeon of lamblichus to the mathematical systems of I hope the reader will excuse this which is Nichachus and · Proclus. Carneades, the lecturer like the last and feeblest emanation of the One, said, extracted from the dialogs the doctrine if being only a commentary on a commenator who verisimilitude which on the surface says there is commented on a whole series of illustrious comno truth but only probability, and esoterically mentators running all the way back to our says that if this is so, then there are some verifathers Plato and Aristotle from whose comtas to which the verisimilitude is similar. All mentaries on Being, etc., we have still not quite this, paradoxically enough, is to confuse terrible recovered. On the other hand I hope Mr. Mcpeople like Zeno. The only inference your reKeon will excuse the above bit of malapertness viewer is left to draw from such a statement is on precisely that kind of treatment of his subthat the conflict between philosopher-poet and ject matter that he himself expressly avoided. philosopher-non-poet was already well begun in The ~h.rase "histor~ of thought" is both vague those far-off ages. and v~c~ous ;. v~gue if it is used metaphorically, In the twelfth ·century climax (of the and vic10us if it commits one to ignore that the lecture) the relation is a very close one, and even order of ideas, if such exists, is not a temporal the philosopher. who writes against poetry orde~. For example, Plato's philosophy is writes poetically. Four kinds of Platonism, or poetic, and this is important; Aristotle's is not, poetic philosophy, emerge from this tradition. ST. JOHN'S The cosmologists take their stand from the Timaeus. Their views, as one might expect, are very broad, on poetry as. on other things. . One of them, Macrobms, wntes a commentary on Virgil, the exemplary cosmological poet before Dante's time in which he calls Virgil a philosop~e~ as well .as a poet, and in this connection citmg the lme from Horace where he says poetry is both pleasant and usefu~, useful meaning here instructive. The humanists, or I suppose rationalists, maintain on the contrary that there is no such things as poetic, or poetry in itself, but that poetry to be ( good must be reducible to the liberal arts. The other two schools stem from a kind of original schism in Augustine, himself perhaps too heavily infl~­ enced by the Platonic poetry. Peter Abelard was the champion of rational theology, of the strict and non-poetic variety; yet even he indulged in such a fanciful notion as the Doctrine of Signatures, i. e., that the nature of this world consists in signs of the next. His opponent, the mystic St. Bernard, to crown it all, used the same arguments against rational theology, and philosophy in general, as Abelard uses against poetry. Thus is completed the twelfth century circle of philosophic poetry and poetic philosophy. With the discovery and circulation of genuine Aristotelian texts in the thirteenth century , a sharp departure is taken from the Platonic tradition, both in doctrine and in method. Bonaventura reduces poetry to a mere mechanical art, and both his and Thomas' methods of writing is analytic. \11ith Dun Scotus' criticisms of Aquinas in the fourteenth century, a return to a closer relation between philosophy and poetry is already begun, though the impetus of the scholastic tradition carries the last of it through five centuries or more. In the Renaissance the relationship is as close as it ever was, except that now it is reversed. Poetry ascends over philosophy and "metaphysical lumber" is strictly on the way out. (Witness the weak-minded scepticism of Britain's philosophers, compared with the power For the and majesty of her playwright.) ancients concerned themselves principaqy with the forms of things; the moderns with the matter of the same. The lecturer would have us understand that three kinds of conclusions are to be drawn from his story, to wit, of subject matter, of form, COLLEGIAN Page 3 and of criteria. The subject matters of both poetry and philosophy insofar as they coincide is self-knowledge, originating from the famous Socratic motto. The differences in form or method consist in the 'forementioned manner of making or assimilating distinctions. For criteria Mr. McKeon and I refer you to Dante's four levels of interpretation. The reader must excuse his reviewer for not understanding very well this part of the lecture or its relation to the other parts; he (the reviewer, that is) hasn't as good a memory as some other people, neither is he as adept at making distinctions. In the question period, it developed that the unity of poetry is very different from that of philosophy, and the lecturer seemed to be saying that they are not interchan~eable,. that a poem cannot be interpreted to J~be with a?-y particular philosophy without domg some violence t o both, and vice-versa: for exan_iple •. a purely dramatic reading of the Pla~omc dialogs if entertaining, would also be maccurate. Even the myths are to be taken philosophically. The dialectical context always shows clearl_Y enough how they are to be read. The P?etic truth is of particulars, be they persons or actions. The philosophic truth takes its origin fr?m nontemporal first principles, and if the ~hilosop~y is to be clearly consistent, the relation of its language to its concepts must. remain ~xed. The lecturer himself may deny it, but 1t must be obvious to all what category he himself belongs in. It is only surprising that the word "n_iathematics" did not play a more explicit role m the lecture, appearing say, in the _titl~ of the same, since the mathematical arts and sciences are such perfect models of that same philosophic trut? that the lecture talked about so well last Fnday evening. And if your reviewer is not always so clearly consistent, Mr. McKeown must take part of the blame too, 1?-ust he n.ot?. for not making a myth about tnangles this time. What does the reader think? -Gormly. Lecture Here, too, you are not obliged to be in authority, however competent you m~y b~, or to submit to authority, if you do not like it; you need not fight when your fellow citizens are at war, nor remain at peace when they do, unless you want peace; and though you may have no legal right to hold office or sit on juries, you will do so all the same if the fancy takes you. �Page 4 ST. JOHN'S A wonderfully pleasant life, surely, for the moment. . And, furt~er~ore, every man will develop m whatever direction he pleases, his aim to become as rich as possible. He will know much of the trades and skills which are current and nothing about himself and other men. In such a state a ~a.rge police force will be necessary to keep t~e citizens from :fighting with one another. And smce the police themselves are like the citizens, they, too, will be watched and carefully guarded. Sometimes elements in the state will get out of hand because they lack this elemental understanding, and despite the police, there will be a war. Because wars are based not on reason but unreason, the losers will stop fighting only when t~ey ca~ see no way of winning. But both sides will remain unchanged. And since the winners, as well as the losers, :fight only because of wealth, there will be a decline of effort after the fight. Because of wealth and fear of the police, who are too much like themselves, the victors will demobilize as many of the police as they dare. Why do they fear the police? Because they, living as they do under a tyranny of wealth,. are very sensitive to all other tyrannies, and this they know: that give the police great power and they will dictate the terms under which they will protect the citizenry against one another. Their on.ly solution is to make the police as weak as possible and pray that there will be no revolts. They can do this or they can have w~at. may be described as universal military trammg. In such a. stat.e the fir~t solution is dangerous because, it bemg possible for some to gain a greater share than is proper, the rest of the state will grow jealous and rise against the lucky few. It is clear that in such an irresponsible state no laws can exist; if they do, they are weak and frequently violated. Thus all agreements will rest o~ the force which each contracting party can brmg to bear. Potential success will be the deter~inant o~ the. kind of action to be pursued i~ all situ~t~ons. . Occasionally, if the powe.r is there a citizen will do what is correct. But if he lacks the power which seems necessa~y, he will do what seems to him to be the wisest. COLLEGIAN ST. Each will be treated in accordance with the huQlours which beset him. Humours are such that they can be both illusive and creative: thus they ~ay .create certain illusions in others and these. illusions may, in their turn, go toward creatmg us. Reputation, therefore, will be th sec?nd pri~cipl.e of this state: the kind of repu~ tation which lives on wealth and its attributes Along with it will go fear when it is ·successful. When it is not, it will be accompanied laughter and general disrespect. This is what has been and not what should be. This has been a history and not a poem. What should be? A state in which the citizens ar~ educated to their responsibilities. What does this mean? That you visit the crossroads and confess your sins. But you may now object: these are not the exact words which Major General-Citizen Hersey used. I confess it, but then this report is, insofar as you believe such to be the case, a poem and not a history. A. S. W. b; On Borrowed Time For those existing in a world of illusion where the arrival of radioactive waves of atomic power heralded the dawn of the "new day" of hope for the "common man," the Sunday evening talk of Dr. Alexander Sachs on "Man and the Atomic Age" might have served as the shock necessary to break the spell of such beatific vision. Dr. Sachs, as most of the rest of us, classifies this dynamic new phenomena as an "either/ or" proposition, and as a man of an extremely sophisticated political outloJk-he spends most time in an examination of the "or," better understood as its negative potentialities. He is what political writers constantly refer to as a "realist," being very reluctant about becoming ensnared by the ideological cliched phrases of the liberals. He speaks not only with an imposing, sometimes egotistical conviction, but also with a good deal of authority, invoked by virtue of his close association with the higher echelons of the behind the scenes affairs of state. He is what Damon Runyon would call an ''inside man''- " a gear." Serving with the Office of Strategic Services during the war, he was heavily involved in the planning and execution of the Manhattan Project, and knows whereof he speaks when talking of the atomic bomb thus far. However, it is as a student of History and Political Science that he addresses JOHNtS the problems of the Atomic Age, and here his authority rests on his opinions-certainly a potentially more vulnerable position. Mr. Sachs believes that the war, in any comprehensive sense is certainly not over, but bas merely advanced to a transitional period where resumption of the shooting war or the establishment of a real peace are both impossible. The determining factor in reaching either of these alternatives is th role of the United States in World Politics. We are, he claims, potentially a super-power, acting at present with degrading, suicidal impotence. Russia on the other hand is wielding its power aggressively over Europe and Asia, forcing International squeeze plays- acting, as he characterized, like "introverted imperialists." We must draw the lines and plug the holes before it is too late, backing Britain in a determined resistance against further Soviet political and territorial expansion. Failure to do this will lead to a "second Munich," the loss by default of the physical and psychological frontiers of the Western democracies. By doing it we can achieve a balance of power, which, for Dr. Sachs, is desirable insofar as it is a realizable goal that would at least insure peace in our time. The extension of balance to concert of power might prolong this period until men advance to the capacity of world citizenship. (Definition-Concert of Power- a mutual agreement between powers, in this case Britain, the United States and Russia, to respect each others' spheres of interest.) Our foreign policy should be directed towards the realization of this goal. This may not be easy to achieve in our present "schizoid and disintergrating democratic culture," but the individual is challenged to make himself heard above the claque of the Gallup poll, and the wisdom of his opinions felt in government which must put these policies into effect. It is difficult to quarrel with Dr. Sachs' analysis of the present state of affairs in the real m of real politick, yet his solution to this multiplicity of problems is lacking the ideas and the spirit that might beckon a better world. We believe with Dr. Sachs that the time for decision has been greatly foreshortened by the advent of atomic power, and that the present is in all probability an infinitessimal period of time, bor:owed from the men who died to give us a :fighting chance at its solution. The exasperating paradox is that although his present recom- COLLEGIAN Page 5 mendations seem to contain some sort of an immediate solution to an increasingly threatening obstacle to peace-rapidly expanding Russian imperialism, they also contain the negative germs of eventual complete world chaos, disorder and destruction. The horns of the dilemma are that such a division of power is the contradiction of lasting world peace. Where unity under law is needed- diversity without law is offered. Peace in our time can well mean death in our children's, and that isn't a good bargain, nor an honest one. Is not America's primary interest the achievement of a just peace and thereby a lasting one, and her mission on borrowed time the use of her latent power to struggle towards this goal? If need be let us oppose Russia, and align ourselves with Britain in the interests of justice and real world peace, but not in an attempt to awaken the corpse of European power politics. - Goldsmith. Concord Conference There are two roads to Concord. One involves shadowing the person, who, in your opinion, seems most likely to be going in the proper direction; the other requires a compass and a map. Needless to say, it also requires that you know how to use them. Mr. Nelson, Mr. Benedict and myself took a subway, a trolley and a bus. This is not an entirely satisfactory method. It is long and it is tedious. Our bus deposited us opposite the Wright tavern. I don't know about other New England taverns. This particular tavern has good but expensive food and candle-light. It also has a very curious door-bell, which only rings after you have carelessly slammed the door. You are very cautious about the door because of the terrific clanging which may descend upon your ears. Next door to the Wright tavern is the 1st Parish church. I thought for a while that "1st Parish" and St. Paul's might have something in common. But since St. Paul's does not tell you when the church was built and 1st Parish tells you that it was built first, I had to abandon my theory. This church happens to be Unitarian. The conference met in its basement for four days to write the student federalist policy and to determine the nature of the charter under which the federalists will pursue their policy. In one of the upper stories of the church I discovered a pamphlet describing Unitarianism. - - - - - - - - --- -- - • ·: · • - ·. · \ ·. • . r£;,'A~t:~ · > • ' ;•~ ·~-,r-· �Page 6 ST. JOHN'S Unitarianism embraces all religions without favoritism. A Unitarian believes in religion. How he believes and how much are his problems. As the conference proceeded we found unitarians in our midst; they believed in world government, with certain reservations. Sometimes these reservations threatened to destroy the possibility of a world government. The first evening we listened to the keynote addresses. Most of the delegates with whom I talked that evening were worried about the distinction between thinking and doing. The answer which they reached after unhappy moments was that they were at Concord to combine two methods through which man acquires habits: that of learning and that of imitation. At the end of four days there was general agreement that the habit which everyone should acquire was that of world citizenship. On the second day Mr. Benedict suggested that national sovereignty is dead. Mr. Nelson added that national sovereignity is the power to protect the state and the rights of its citizens. Sovereignty ends with the cessation of this power. No state, he pointed out, can make this promise today. The policy committee agreed that national soverignty was the enemy. It did not agree that it was dead. Some of the members felt that it was too much alive. The issue was carried to the assembly itself finally. Almost everyone present disliked some aspects of national sovereignty. It was obsolete; an illusion, but it was not dead. The Unitarian was worried." If it were dead, what would happen to the United States? The assembly voted that the sentence on national sovereignty should be struck out and the statement of policy sent back to the committee. The issue of national sovereignty never die. Throughout the conference, in and out of committees, the argument was carried on. When the policy committee found its policy, it was able to define a world government: it must have authority over individuals; it must be capable of making, interpreting and enforcing world law, and it must be able to prevent the secession of any nation. Moreover, it became increasingly clear to some 'Jf the assembly that any world government w-ould not do even if it were able to prevent ·"ational states from attacking each other. Ther11. must be equality under the law. One boy f1equently rose to inquire whether the as- COLLEGIAN sembly wanted a world government merely be. There are other things which a world government can do. There is starvation in the world. There are people with. out homes. These are terrible things. O·,h the 11th of February the federalists pre. sented their statement of policy: cau~e r1f the atom bomb. "We must make world citizenship a political fact. Existing governments have demon. strated that they are incapable of preserving peace and protecting human rights in an interdependent world. The atomic bomb blasts for. ever the illusion that power politics can give us peace. "Only a new world sovereignty based on the principles of federalism can destroy the irresponsibility of nationalism while preserving national identity. "The United Nations Organization is not a federal government. It has no authority over individuals; it can only make recommendations to or negotiate treaties with member nations; and it cannot prevent the secession of any nation. It will not be adequate unless it is capable of making, interp.reting, and enforcing world law. "Therefore, a federal world government must be created, either by calling a convention under Article 109 of the United Nations Charter or by other international action. "We recognize frankly that the United States and the Soviet Union are the two chief obstacles to such action. Either is powerful enough to take the lead. "To awaken America Student Federalists will: "I. Stimulate think~ng on the urgent need for federal world government; "2. Educate our generation in the principles of federalism; "3. Find, train and organize the necessary leaders, and "4. Support all steps which will lead to a federal world government." That afternoon Mr. Benedict and Mr. N elson rode to Boston in a chauffeured limousine. Since I managed to ride there in a car of more modest means, but still a private vehicle, it would appear that between arrival and departure our fortunes enjoyed a surprising improvement. -Witwer. ST. JOHN'S COLLEGIAN Feuillets That a column of this kind should suddenly appear where nothing like it. ever befor.e appeared might demand explanation, but bemg at heart a simple sort , we shall neglect the lrt-etahysics of our sudden birth, and proceed with p . . . our purpose: m f ormatlon concerning b oo k world activity of likely interest. . Cullina temporarily only from . the Pubhsho . . ers' Weekly (we would appreciate receiving special information anyone ~ay ha~e) a long enough list, but hardly an impressive one, of notable Spring publications follows: Pantheon will publish this May an important addition to the already distinguished body of French Catholic literature, Selected Writings of Leon Bloy, philosopher and hermit. The editing is done by Jacques and Ra-issa Maritain who were strong influenced towards Catholicism by this man. Pantheon is also publishing, in a French edition, a new work, Thesee, by Andre Gide. Of special interest to the College is the long ' awaited republication of Newton's Principia Mathematica by the University of California Press. If there be any Dickensians on the Campus, the latest and most definitive biographyof him by Una Pope-Hennessy should not go unnoticed. I am well informed (by the one Dickensian I know of here) that new information about his marriage is included. We are not particularly interested in Dickens' marriage, but we remember that once, in the salad days before the war, a steady clamor of battle from England on this subject could be heard by sensitive ears. Published by Howell Soskin. English literature in general: a reprinting by Henry Holt of Mark Van Daren's fine study of John Dryden; the Shaw touch blatant in Crime of Imprisonment, IJhilosophical Library (this edition of the famous penology report boasts illustrations by William Gropper) ; a 2 vol. Random House edition of the Pepys Diary; for students of modern Irish literature, Macmillan offers Lady Gregory's Journal. The Yale Press will shortly publish Ernst Cassirer' s last book, The Myth of the State, which seems the only new work in philosophy Worth mentioning. (Russell's new book has gathered few friends.) A novel, And He Hid Himself, by Ignazio Silone (Doubleday) ; The Condemned Play.; Page 7 ground, a new book of essays by Cyril Connolly (Macmillan); Brewsie and Willie, by Gertrude Stein (Random) ; The Great Divorce, more religious satire by C. S. Lewis of "Screwtape" fame and a treatise, The Incarnation of the Word of God, by St. Athanasium (both Macmillan) complete our list. Among art books, Marc Chagall and Picasso, both Modern Museum publications, and Pantheon's folio of 12 Picasso drawings seem most noteworthy. For the big spenders, the Haldeman-Julius Company publishes in its Ten Cent Classics, What Great Men Have Said About Women, What Great Women Have Said About Men and a necessary item in everyone's vest, Pocket Theology. .E. V. Thau. A Comment on the Local State of Music I suppose the "Music Lover," starry-eyed and approaching St. John's, is destined for no more ''confusion', than the ordinary boy. yet when he can find only the Music Director's family, when the singing at- his initial beer party makes him wonder if there ever was a trained chorus, when he can discover only a handful of records and scores in a state of riotous disorder if not disintegration, when he waits four terms for any mention of music in a lecture, when the lab tutor comforts those few earnest ones who attend the music labs by saying, Don't worry if you don't get it, it isn't awfully importantthere seems to be a certain reasonableness in his confusion, and the reasonableness lies in the incommensurability of all this with what the catalog had suggested to him. Suppose this freshman, now grown (not unrecognizably) into a sophomore, by dint of hopeful attendance at question periods and surreptitious eavesdropping on the conversation of notables in the coffee shop (sometimes impressively referred to as "dialectic"), discovers that among the long-standing intramural feuds is one between a rather odd looking bunch of aesthetes and a prominent member of the administra_tion over the fine arts being poisonous and illegitimate, and music being somehow all a matter of symbols and ratios. With a somewhat puzzled respect for this theory, he might wish he could understand it; he might admit music as a subject for discourse and think good liberal artists should be good critics; he might even think that �Page 8 ST . JOHN'S COLLEGIAN the mastery of Palestrinian counter-point is a discipline as rigorous and valuable as mathematics; and yet wonder if there isn't somehow a more simple-minded approach to the problem, a level however low on which all could come to some agreement. Music, in the words of Paul Gorman, is pretty nice to listen to. ("Out of the mouths of babes and sucklings thou hast perfected praise." Mat, 21 :16.) The failure of the College to solve satisfactorily the relatio.n of music, "fine and liberal," to the Program does not seem justification enough for depriving us altogether of the pleasure-and I think it is a simple one that has nothing to do with beatific vision or walpurgish orgy-some of us get from listening to it. The College without great expense could arrange concerts of good and "alive" music; you do not have to hear Schnabel to bear Beethoven. For those who haven't learned yet how to listen to music, there certainly are lecturers who could illuminate this problem as adequately as and in an analogous manner to Mr. VanDoren's lyric poetry lecture of last term. String quartets in the King William Room might not solve the world's problems, but it might make thinking about them more endurable. - WCB While culling assorted pieces of incidental information that had appeared in old Collegians, this letter, from a member of Mr. Hutchins' school, to us, struck our eye. In the light of some of the political -questions on campus at this time we thought it worth reprinting. Sir: I have long been a zealous partizan of the New Program at St. John's, so you may conceive of my dismay when the following rule in the college catalog was brought to my attention by an o:ffensive pragmatist of my acquaintance : " Students bringing women into the dormitories are subject to summary expulsion." which states in part that-"Universitie Men Which Keep Whores In Their Chambers, Ma; Not Be Expelled For That, Because It Ought To Be Presumed Before Hand, That Scholars Will Not Live Without Them." The discrepancy between the generous com. mon sense of the Decretal and the cruel and un. natural ruling in the catalog is just another ex. ample of how the wise laws and salutary max. isms of our fathers have fallen into disuse and oblivion in these parlous times. " We have lost our heritage!" cries Barr; yet in St. John's, right in his own back yard, so to speak, :flourishes a most disgraceful and :flagrant example of that same Kulturbolschewismus he so justly deplores. Trusting that my letter will incite the students to take this matter into their own hands, and vindicate the honour of the college. I remain, Outraged Trivialist. .... Due to problems of time and matter, the Collegian will be published bi-weekly, until further notice. r " Surely," he said, with feigned surprise, " the students and faculty of St. John's cannot be ignorant of the Oxonian Decretal! " The shining 'scutcheon of St. John's was smirched- what could I say to him? The Decretal he referred to is, of course, No. 5 2 of the Decret. Consist. Univ. Oxon. Anno 1579, THE ST. JOHN'S OOLLEGIA.N is the official news organ ~f St. John's College, published every Friday during the acadeDllC year. Entered as second class matter October 15, 1919, at ~· Post Office at Annapolis, Maryland, under the Act of March • 1879. ; � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVIV No. 11 Title A name given to the resource St. John's Collegian, February 25, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-02-25 Description An account of the resource Vol. LVIV, No. 11 of the St. John's Collegian. Published on February 25, 1946. 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/8b9041b9796182874ec11b4685fc9a2b.pdf 793257bc7e52041a0d9f7d0547c05db0 PDF Text Text Page 8 t. Jo, n's .Collegian h ST . JOHN ' S COLLEGIAN the mastery of Palestrinian counter-point is a discipline as rigorous and valuable as mathematics; and yet wonder if there isn't somehow a more simple-minded approach to the problem, a level however low on which all could come to some agreement. Music, in the words of Paul Gorman, is pretty nice to listen to. ("Out of the mouths of babes and sucklings thou hast perfected praise." Mat, 21 : 16. ) The failure of the College to solve satisfactorily the relatio.n of music, ":fine and liberal, " to the Program does not seem justification enough for depriving us altogether of the pleasure-and I think it is a simple one that has nothing to do with beatific vision or walpurgish orgy-some of us get from listening to it. The College without great expense could arrange concerts of good and "alive" music ; you do not have to hear Schnabel to bear Beethoven. For those who haven' t learned yet how to listen to music, there certainly are lecturers who could illuminate this problem as adequately as and in an analogous manner to Mr. VanDoren's lyric poetry lecture ?f last term. String quartets in the King William Room might not solve the world's problems, but it might make thinking about them more endurable. -WCB which states in part that-" Universitie Me Which Keep Whores In Their Chambers, Ma~ Not Be Expelled For That, Because It Ought To Be Presumed Before Hand, That Schola Will Not Live Without Them." rs . " We have lost our heritage!" cries Barr; yet m St. John's, right in his own back yard, so to speak, flourishes a most disgraceful and flagrant example of that same Kulturbolschewismus he so justly deplores. 1 Trusting that my letter will incite the students to take this matter into their own hands, and vindicate the honour of the college. I remain, Outraged Trivialist. - ========================== Due to problems of time While culling assorted pieces of incidental and matter, the Collegian will be published Sir : I have long been a zealous partizan of the New Program at St. John 's, so you may conceive of my dismay when the followin g rule in the college catalog was brought to my attention by an offensive pragmatist of my acquaintance : " Students bringing women into the dormitories are subject to summary expulsion. " bi-weekly, until further notice. .. " Surely," he said, with feigned surprise, the students and faculty of St . John' s cannot be ignorant of the Oxonian Decretal! " The shining 'scutcheon of St. John's was smirched- what could I say to him? The Decretal he referred to is, of course, No. 5 2 of the Decret. Consist. Univ. Oxon. Anno 1579, Common Law The discrepancy between the generous com. mon sense of the Decretal and the cruel and un. natural ruling in the catalog is just another ex. ~mple of how the wise laws and salutary max. ism~ ?f ~ur fathers have fallen into disuse and oblivion m these parlous times. in~ormation that had appeared in old Collegians, this letter, from a member of Mr. Hutchins' school, to us, struck our eye. In the light of so~e .of the political -questions on campus at this time we thought it worth reprinting. Vol. LVIV- No. 12 ANNAPOLIS, FRIDAY, MARCH 22, 1946 THE ST. JOHN'S OOLLEGIAN is the official news organ of St. John' s College, published every Friday during the acaderoic year. Entered as second class matter October 15 19i9 at th• Post Office at Annapolis, Maryland under the Act of March II, 1879. • Richard Cleveland's lecture on Common Law was avowedly historical in approach, but did not suffer from the shortcomings of most historical lectures. There was also an abundance of example, which did not detract from the subject. Even Mr. Mencken's "large, powerful, male dog." Since the lecture was a history, this review will best accomplish its end if it follows the same course and proceeds without comment, letting the facts speak for themselves. A definition of Law was in order. Law is a rule of conduct which is enforceable. Plato was probably not far from the truth when he said that Laws are needed and consequently develop when trade begins. The postulated "primitive society" is not very fruitful if we are looking for Law. If Law is there at all, it is probably not important. England may have been such a society before 1066. But her legal history, as far as we know, began somewhere around that date. Heretofore there had been four general methods of settling disputes, when they arose: ( 1) Trial by battle ; (2) Compurgation (whereby the man whose integrity or innocence had been sworn by the most people won) ; Witness (a similar method, by which the man wins who has on his side the most people who are able to say they know he is right) ; ( 4) Ordeal (walking over hot coals, heated plowshares, etc.) . Henry II , the ''father of Common Law," didn't seem to think these were very good ways of determining a man's innocence or guilt, so he instituted a system of travelling judges. These men, usually priests, wandered from place to place, heard cases and judged them on their merits. The scope of their jurisdiction was not particularly wide, since many things, especially personal situations, were still covered by Canon Law. As a matter of fact, this system of moving courts is still operative, for example, right here in the Free State of Maryland. The litigants of these travelling courts were, naturally enough, reluctant to submit their cases to what might be an arbitrary decision Price: 1 Oc (not unlike the way the nations of the world feel toward UNO) . This raises the question: What materials did a judge have with which to decide a case? The idea of justice? Perhaps. Spectators were permitted to sit in on these cases and soon, from interest or less noble motives, followed the judges in their wanderings, compared cases and wrote them down. When someone first asked why, in two similar cases, the same principle was not used in deciding them, Common Law came into being. The judges soon became aware that many of the onlookers knew as much or more about the Law as they did. Soon the nascent lawyers were allowed to prompt the litigants. It was some time, however, before they were allowed to speak. In 1272 Edward I said that all lawyers were henceforth to be under the discipline of the court. Soon it was decreed that judges must be selected from the ranks of the lawyers. Common Law, the development of general principles derived from the outcome of particular cases, had by now become well established. England had become a Common Law country. Common Law may be understood as the antithesis of Statute Law, promulgated by the sovereign, whatever form that may take. There is also the Civil Law of the Romans, which parallels the system of Common and Statute Law as we' know it. The difference is one of approach. In each, judges make decisions, but by Civil Law their criterion is a code, which gives general principles as the guide and standard for them to follow. The code is not binding, however, like the precedents established by Common Law. For all practical purposes, the Common Law and the Statute have become one in Common Law countries. We must always remember that the primary function of Law is to decide a controversy between two people. A series of such controversies provides the material out of which the Common Law is forged. Why the British used this method instead of an overall code, like the Greeks and Romans, is a puzzle. This may say something about the Anglo-Saxons. �Page 2 ST. JOHN'S Law is sometimes abused. This happened in England when the letter and the spirit were confused . Excessive formality tended to render the Law ineffective. Men were not able to fit case with principle in a reasonable fashion. The King, recognizing these abuses, appointed a Chancellor, who was denominated " Keeper of the King's Conscience" and permitted to intervene when he saw injustice being done. This was the device of Equity. And the lawyers howled and said there could be no real Law this way. Equity, too, was in the course of time abused by the King and his henchmen, and the ultimate victory of Parliament was one of great importance to the future of the Law. The next 100 years were spent in correcting the abuses of the Common Law. There were few positive statutes passed until the situation was rectified. Shifting now to the United States, we find the colonials according to tradition, coming over to escape the abuses of the British and their Law. They naturally set up law courts, but they were poor shadows of the British. The Revolution came, and many felt that that the British-appointed lawyers and judges were to blame for much of the evil that had been done . This resentment led the colonials to look for a new Law. This they did, but they soon found that the Natural Law basis they wanted was English Common Law. So the Declaration of Rights said, in effect, " We are better Englishmen than the English. Our ancestors knew what justice was all about. You have misunderstood and perverted that justice." Mr. Cleveland went on to describe in more detail the development of our national Law and its ensuing administrative complications. He said he had covered one-third of his notes , and we have covered one-third of ours, which would seem to make this a good place to stop. We would like only to say that we hope Mr. Cleveland will, at regular intervals, help us to become more aware of our political animality through its most vivid and important consequence, Law. S. B. Conscription Dr. Allan Bates on his discussion of " Conscription and the Atomic Bomb" turned the pages of history back to the exciting years following the first world war. Very effectively he COLLEGIA~ revealed the problem which then faced the French, that of the type of defense to be taken in the event of a second world war. The great military leaders of France who successfully blocked the Germans on the Marne, who held at Verdun , and who finally led the Allied armies on to victory, took the position that fixed fortification and conscription would preserve the integrity of France. The French people :finally rallied behind this viewpoint for after all had these men not been responsible for the great Allied victories of the war and should they not then know the true situation better than anyone else? So was erected the Maginot Line, the most massive and extensive line of fortifications in the world and behind it stood millions of French conscriptees trained exclusively in the art of the bayonette and close order drill. So much had been expended in material and in francs on this venture and so much favorable publicity had been given it by the French newspapers that complete confidence in the scheme was registered on the part of France. Military strategists who even suggested third dimensional war from the air or the possibility of armored columns that could well compensate for the existence of such a line were derided and kept far back in the shadows. After the completion of the line the Ecole de Guerre accepted a doctrine that France was immune from invasion. A pamphlet of this nature endorsed by Petain was circulated in France and was required reading for any up and coming young French officer. History speaks fo r itself. France fell, neither hearing one shot from the Maginot nor having had one battle take place between the French infantry and the ene.my. France had prepared herself for another World War I and found out in a disparagingly short time that the war of trenches had given way to a war of movement. The United States upon entering this war, realizing the mode of war in which they were e n g a g e d, through productive and scientific might made the German army appear in the same light as the French appeared to the Germans in the early summer of 1940. Today we are faced with the same issues that confronted France in 1918 . Technological development has given to us the same relative boundaries with the world that France had to Germany after the armistice. The generals and admirals who assiduously led us on to final victory in this last tragic conflict are falling back ST . JOHN'S on what is known and not what is to be known. They righteously put themselves on record as ·ustifying the existence of a large army and ~avy modeled on the Second World War plan. By drawing a parallel with Fr~nce w~ ca.n logically conclude that their st~nd is .not ~u~ti­ iiable. But to further substantiate this opinion let us look further into the tremendous and ~er­ rifying aspects of atomic warfare. Our scientists have assured us that the bombs dropped on Nagasaki and Hiroshima are obsolete m comparison with the atom bombs now on the a.ssembl y line. Bombs that w~en d~opped will destroy the crews of ships miles di~t~nt from the actual explosion ; bombs contami!-1? such explosive energy that just n?t m:re ~it1es but complete areas will be conta1.ned m sm.gle explosions. And how will this devastating energy be released? Most probably by a ~ere twist of a handle in a land thousands. of 1'.rul.es distant from the bombs' objective. It is within the realm of possibility that various methods will be devised which will detonate the charge before it reaches its final destination but if even a fraction of the missiles sent get through, the desired results are obtained. Such a war would last at the most a few weeks. The destruction absolute and irreparable. How then, may we ask, can an army a~d navy, as we know them today, be effective machines in a third world war? What then can our West Point officers contribute when hardened and trained by the obsolete code of the I. D . R .? The answer is obvious ; absolutely nothing. For our own preservation as a sovereign state we must at a moment's notice be ready to take the offensive with atomic energy. To do this we must train a small operational-force which can ruthlessly apply the most advance theories of our atom scientist. Behind this operationalstaff must lie a thorough groundwork of technological research-second to none in the world. We can not afford to tarry. The next war the nation which acts first will be the victor. Dr. Bates did not imply that a third world war was inevitable. But merely through analogy and knowledge of atom potential, questioned the wisdom of a large standing army that so many in this country today deem advisable for the continued security of their country. THOMPSON. COLLEGIAN Page 3 Georgia I Dark day and rain While smoke obscures the sky And moss, Like some long dead woman's hair, Festoons the trees In grey black Uncombed masses. Lonely cattle, Wet and cold, Graze in stagnant sedge And unkempt moss, Or wade through swamps Green with quiet, Live with death. Trees whose feet feel The clammy slime of complacency As living die and rot Content to take their lot Of reaching, striving for The sun, While standing in one spot. Long haired pine and fir, Whose smudgy fingers 'Gainst the dark, Tell of irreverant, unknowing hands Passed too close upon t'he work Of some long forgotten artist. Red clay and slate grey The earth reveals To the blunt plow the Negro wields · With gnarled hands And tired beast. Unfruitful and yet Food for all must be. Burned black The fields in spots appear. Ugly is the preparation For beauty's beginning. Pity the ground which ugly Must remain for some fool's Ignorance. -Hovde. �Page 4 ST. JOHN'S Indexing The Great Books COLLEGIAN COLLEGIAN ~dl er · ., Buchanon on the need for a " sum ma and · dh 1ectica · m our time . Both th e co11 ege and ana 1ogy or proportion ia . angel animal aristocracy t e mdex are fre~h paths in this direction. Both art astronomy beauty ~tand on a convICtion of the necessity of suffer being mg ?1:1eself to be exposed to the entire Europea~ b_o?y cause chance change tradition. Both are attempts to b 'Id ntlzen constituti'on courage custom or conven- to m missing "_umversive of discourse" ina order fully k · · ui up woetion a e genume communication possible bedefinition t~een reasonable men. The great book d stltut th· · s conemocracy desire dialectic duty education e IS umverse of discourse . Furthermore ele~ent emotion eternity evolution experience . the college and the index attack problems. . , family fate form there really ? · · is · 't . one tradition? If th ere is one, what · is I s umty. God Mr .. Adle.r 's project faced many problems good or evil W~en mdexmg, can you fit the form (the cate~ government habit happiness history honor gones) to the matter (the conversation of the hypothesis idea Great Books)? If so, what is the form? How immortality induction infinity judgment justice do you ~nd the categories? These are the kinds knowledge of .questions Mr. Adler and his staff have been lab or language law liberty life and death logic facmg. Many difficulties have stood in their 1ove way. .How do you index terms used ambigumathematics matter mechanics medicine ously, m any way by Locke and in another by memory and imagination metaphysics mind p lato? How d 0 . . . you ana 1yze the categories monarchy :vithout preJUdICe to the authors? How do you m~sic nature necessity and contingency mdex poetry and history? oh?archy one and many opinion opposition ~ur_thermore, the project has been met with philosophy physics objections from those who consider an i·nd pleasure and pain poetry principle progress pro- b d h ' . . ex a a. t. mg m ~tself: The index is a dead thing phecy prudence punishment -it is _not alive like the college. Mr. Adler's qualit~ reasoning relation religion revolution answer Is that , although the index cannot possir~etonc same and other science sense sign bly ~ave .t he vitality of a human dialectical comsm slavery soul ~unity , I~ can co~e . alive for its users, providspace state mg m~tenal for msight, stimulus for reading t~mperance theology analytICal assistance in the ·attack on a probl ' time Th . d . em. . e m ~x is, an~ hopes to become, many t~uth tyranny universal and particular thm~s. It is, most simply, a guide to reading. virtue and vice war and peace will wisdom world It will serve to encourage adult education. It This is the purest poetry. This is the poem may. be~ome the basis from which will work a of th; great books, and this is the poem of St. contmumg phil~sophical conference, composed Johns C~llege. This is the catalogue of ideas of men atten:ptmg to synthesize all Western under which the entire Western tradition can be knowledge, dis.covering basic agreements on the subsumed. So said Mortimer J . Adler. trut? ~f certam propositions, uncovering the T~e Encyclopaedia Britannica intends to cruc1a.l issues upon which there is no agreement, publish the great books in 1948 · Fo r severa1 f~rret mg out the. pre-suppositions and implicayears a staff of workers, under the direction of tions of s~eculattve and practical propositions. Mr. Adler' has been preparing an index for this ~on~ludmg, Mr. Adler stated that this systhesis is . the hope , for making the world one s~t-not a se~arate index for each book, nor a literal word mdex, but an index wh1'ch t co1?-~umty_. Its completion will depend upon 1 h · · ca aogues t e sigf!.lficant ideas of the tradition which umtt~g On~ntal tradition with our own, disthe books. represent in an analytical form. covering their differences and likenesses. In or. Accordmg to Mr. Adler, there is a great deal ~er to make the continuation of this effort posm common between the index and this college. sible, we need law. But world law alone canThey have a common background, stemming in nqt unite man. part from an early conversation between Messrs. C. A. N. (A Poem) Page 5 Letter to the Editor Dear Editor : ·Superficially the arguments the writer has heard for lecture-reviews to be no more than facile condensations (of what the lecturer thought important enough to treat at some length) are reasonable enough. Certainly it is true that a rehearsal of the bare structure of the progress of the argument will assist the memory afterwards to recreate the full substance of the discourse, and will provide for the and the conclusion then is that few men are able to shun the sun, for surely it is much more college a brief history of the changes of emfun than dark myopia is, or morphine, or phasis exhibited in the successive subject-matopium, or a torrent of rain or. of ~ny ?th~r ters and kinds of treatment over a period of stark and unadorable thing which likewise is time. Years from now we may peruse these apt to be painful and abhorrent ; and it is so log-books to plot the chain of ports we touched mighty a fusion of brightness that even the bas- and recall what the weathers were ; with the est of friends must take delight in it-and such charts before us bring to remembrance our exa one in his unevadable sun-suit, however airily, perience among the men living about the harwill necessarily conclude too that it is one of the bors, and the closer conversations we shared best sights that be, and what he shall specifically when far from any land. Our pattern could be deem wonderful is the way in which it may be Santayana's recent history of his sentiments and seen through, and how through it he may thus opinions, and earlier, that by the late Oxford philosopher, R. G. Collingwood, in more see ; severe. and impersonal vein. But since we would agree that a good lecture and should this now not follow from the provokes discussion and often may be left far major premise or any other that I may wis~ t? allow or surmise, I do not really care, for it is behind as we pursue its implications, a reviewer the task of each for himself to realize that , would do well to carry on the chase as long as though , as I have already inferred, the night the awakened interest of the community would always asks it to go , the sun nevertheless repre- sustain him, and others in reply. In this resents a big and undeterred flow of blessed and spect our college has its peculiar, though not forever essential glowing-as radiant tree-neat- necessary, limitations. The COLLEGIAN is not ness does, or, say, the trinity , or an openly seen the organ of a graduate school in political ocean, or an unfadable sea, which none at any science, or of an academy for passing on the event resent , and toward which some frequently esoteric interpretation of Plato and Aristotle, cherish even an affinity , and that a syllogism all appearances to the contrary! Rather , our discussions touch every concern could be fine if it treats of littler matters, as for of men, and it would seem the very range of instance, of a shoe shine, topics precludes full treatment of one subject in but should it turn to a great and sensitive the college -paper. We feel limited by the desubject, · as of the tall immensity of the all- mands of our regular work, ready to unburden immersing sun which we see-wh y it will only our ideas in conversation and not in formal likely be as a silly prism is, which tears the writing . natural wisdom of the world to tatters and alThis malproportion of talk over a reasonable lows the rays , if the argument be of the sun mastery of written expression shows itself in then, to scatter anywhich way and in small the torture usually involved in the composition meaningless colors which merely twitch and of a term-paper. The columns of the COLLEGIAN can provide an arena for the exercise appall all ; of our powers, and the apparently defeating nor does Apollo ever horribly do this , as he diversity of our interests can be turned to our advantage, . for almost any subject would find enlightens with that fire-orb . some audience-perhaps more responsive than G. J . This i8 a syllogism, and the major premise is that sun on the premises is a good sight, and the rninor premise is that the sun is a good sight shinier than any beautifully lined light that you would be likely to find; and, I know, if viewed rightly, that everyone will agree .that this is a nice thing to say and not at all a flighty one, and although it is not also applicable to the night; �Page 6 ST. JOHN ' S we suspect . This last would protect a writer froi:n ~hat mc~stuous vice of " creative writing" as it is practiced in many secondary schools· mere labored spinning of words on a chose~ the~e, in which the student has not the slightest interest. Of course a master shines whenever he takes up the pen. But his art of adequat~, sensitive expression developed only from con~mued effort to do justice to what, as a novice, he considered worth relating. (These remarks were composed before several provocative reviews and essays appeared in the last COLLEGIAN.) BERGEN. (A Poem) This none can ever contradict, and therefor why should I not propose it as law-that no thing may be and not beam at the same time and in disrespect to the s;n. and if you would step into the April air now and inspect the spring and with meticulous care ~otice how the sun has assigned an ungrimy light to brighten each object of seeing, you could not possibly object then, but must soon agree, (and who knows , a like statute might be good re-g (u) arding the moon,) that my idea is legal and has not even one unbearable discrepancy that would let a grievance arise will and this you will see then, -and thu ; you and you will believe this then, and you w~ll never leave the air of the April skies, (and this would be true in the well-built atmosphere of any fair endearing month,) until you for yourself decree what I have already said, se~ , and henceforth everything should be ready for legal delightful and steady procedure amid the verdure or by the sea's verge and the seagulls or any place that you might like, for such . a law would be wood-good and good anywhere, and good , I say, by day or night. G. J . COLLEGIAN On Great Teachers Coming in the middle of the week , durin hours most often devoted to a patronage, on oug p~rt, of the current movie in town, it might b~ sa1~ that the lecturer stood at a disadvantage It is to be reported, however. that this wa~ largely overcome by the amiable qualities and good humor of the man on the platform. ~ouston Peterson had written a book on his sub Je~t, and one feared, upon hearing this, that he n:ight draw upon the fact to give authority to his statements. This, happily, did not turn out to be the case ; and though he made ver frequ.e nt references to his book (and to the dil ficult1es encountered in obtaining and arrang· the ~ateri~l for. it ) , he seemed to do so in c~:~ nection wi ~h his desire to throw light on the problem of knowing what a great teacher is. . A great teacper is certainly not to be defined i~ t~rr~1s of a description of that " distorted, und1scip.lmed c~a~acter-the campus personality." In this .our VlSltor was most insistent. If there doe.sexist some common denominator by which he 1~ to be known, it is not to be found in any special pedagogic~! method; for each great teac_her may use many methods. Nor can one ach1~ve t~e .effect he produces by simply and ~lavi~hly 1m1tating him. Any one great teacher is unique. There are no two alike as persons. During the course of his talk, Mr. Peterson relate? a number of incidents and occasions in the lives of people he considers to have been ~reat teachers. Although somewhat bromidic m _character, the attempt to use this device rem~nded us of what Mr. Van Doren recently said ~ere : that one is a poet who is able, in speaking of great things, to so reduce them in size that we can somehow understand them. Mr. Peterson also spoke of the " emotive texture of ideas ." We confess that it was difficult not to wince a bit at this phraseology. But we thought hard about it and decided he mus~ have been talking of the contagious quality of strong conviction in a teacher . At least we hope it was· something like this, rather than another new-fangled aesthetic of the eidos. In. glancing, over our notes we find there was mentioned quite early in the lecture a thought that , now seems to us to be central, even if mundane. It has to do w ith the exceptional natur~ of a great teacher's work and understandmg, not as a teacher or lecturer, but as a --- ST. JOHN ' S COLLEGIAN Page 7 (Review of lecture delivered February 22 : true master of his subject. It appears to us that Natural Right) this is the really .contagious thing. ls it merely redundant to say that ~t is .mainly t~rough an ':Yet sometimes glimpses on my sight, Through present Wrong the eternal right ... " :xceptional understandmg m the sciences and Whittier. :rts, both human and divine, that any manIronically· disclaiming any aspirations to imior his book-becomes great as a teacher? This is not, perhaps, quite what our man was tate the noble sallies of St. George or Don getting at when , for instance, he spoke of Quixote, Dr. Leo Strauss, who teaches at the Emerson and quoted Melville. But it seems New School in New York City, avowed his that some considerable degree of the above- would be "a more pedestrian course" : to set mentioned understanding must be implicit in forth the doctrine of natural right as it was such works, and that it 1s essential to their formulated by political thinkers of the classical. · medieval, Renaissance, and 18th Century Rahumaneness. tionalist traditions. · ECKHART. But this was not to indulge in the excesses of historicism : Dr. Strauss' scholarship was orPoem dered to a concerned discussion of the foundations of justice and law in civil society. It is The sensation of movement fades, the lack of contemporary interest in the theory And I stand still, looking at fields; of natural right (by dismissing the notion as a Motionless men ; skyscapes, parade foregone delusion) which compels historical Past me. Gone-Lost and unreal. treatment. Now it seriously concerns us So, you-and all the hours gone, . whether there is such a thing as the naturally I'll leave behind, never to be regained. right, " right that is independent of human My eyes are dry; I do not mourn, For I might grow tried if all remained. arbitrariness," or positive legislation. For posiThere are new hours to live, and each theatri- tive law, grounded only in agreement or convention, "cannot guarantee its own obligatory cal set character." To derive justification for demoLeaves anticipation and no regret. cratic principles, say, from agreement about ideals of society and not from trans-legal princiThe scene, serene. fading away, ples of natural right invites damaging criticism Covered by the countryside-sweeping past me of the necessity of one set of ideals over others. A great curtain shutting off the stage "If there are no such standards (of natural We played our parts upon. right) , all human action is blind because it does The rolling wheels drum a moaning mononot know whether its ultimate aims are right." tone " One merely evades the issue if one says that Against the track. our trans-legal standards are expediency or utilA fitting overture to another act. ity ." For again, how are the ends for the sake A droning monotone. Let this be also an entracte-a devirtise- of which positive legislation is introduced ordered? In the same manner we can dispose of ment the theories which orient these standards to To make the dulling lines a gayer hue "social durability," or to an unconsidered apIn contrast. And I - fo r it is I that starts the purring peal to freedom. " One equally blurs the issue if one speaks of dialogue, the idea of justice. For if one understands the Untouched by passionidea of justice in a precise sense, in the sense of Tho the fashion of today Plato or that of Kant, it is identical at least for Would this discry. I bite the lie and hear it scream between my all practical purposes with natural right. And if one understands the idea of justice in a vague teeth. Once scourged of myself by an inhuman phrase sense, one certainly blurs the issue." Our deepseated belief in .the right of all to self-realization It is hard to place the hour echoes our often unconscious conviction of Beneath my moulding hands. natural justice, however vaguely or improperly The sands run out. conceived, particularly since we apply such TIS. �~~------_:__::~-=------~--- ---:.::-:-:--=--=-~---~~~~----------.........-----------~-~~~- Page 8 -------~S~T~·__:_J~OH N' S C 0 L LEG I AN judgme. nts universally, to other "backward" countries or to societies of th e past. "B t u our need for natural right d guarantee of course that th ere ts a naturaloes not . C t right ,, twoon to natural right h.a s m motives· mt · 1 civ. il obedience and. the secu.rity and sc10usness " I is t onca1 conoverleap the annarcahnswer to the latter one may y among part' 1 f tions of natural 1aw b Y adm1ttmg ar ormula. _1cu th b . expressive bf S ecifi . . em to e Another bhistorical situations. Y the historical school denies any · ifi s1gn cance to the . . 1 to every natural law doctri pnncip es_ common generality. In supposmg it had their remote . for d ' d pre-modern along with mode ispose . of theory of the 18th C rn natural nght represented by M . the historical school, . G ame m ngland and S . m ermany, did not reall f . avigny forward by Plato and A .Y alee the claims put nstot e and th d' . va 1 Htradition variously based on them . e me ie- mema~>0rary. opp~sition esroe-scta1lnlede~'ahl. objectionpraise~ ~e en~uryE, natural law th " philosophy .,, the d backb one of Western social . and 18th c' e octnne developed in the 17th entury w 't . mainly b em h .. as i. s " secu 1anzed version" cations YM dp as1zmg its revolutionary impl1'· o ern natur 1 · h · . , or public: e·g " th e a1ternat1ve title constitutional a t. is of R S onal Contract ( " · . 1 . . ousseau s suggests concer f pnncip_es of political right'') . n or legitimacy and th d . tion of sovereignty b Y t h e natural reason envae · ·h a view to the nature of !' . l . Wlt ern natural right took po society. Modtive system on. t e orm of a deduc18 h .m ore geometnco . In the 17th d t centuries the notion of h an denied m e, s1gmIicane~ of the e distinction bet state of nature tween th . . . . an s prelapsanan state and th . ongmal sin s b . . e reign of tional basis' -a . non-Biblical, rasociety " Th e new view of man and . e cure for the d :fi . . . conveniences of the state f e or inb t d 1 o nature is not gra u or er y government." ce ~1g ~ic~ fo~ st~tutmg cie~cies ow ommates not historical . school as such specifically most impor t ant ch aracteristic of . is which ;ver'. it . present o " The . d right doctrine but dpposition to natural tends to bemoa edrn nt a.tural rig?t is that it is, or th 11 , a recru escence of the th . , at a our notions of justice and r esis duties." " P r .ocl nne . of rights rat h er than ' Degeneration of th lmora lty_ are o society 1S now conceived distinction between na t ure a d e ong-rece1ved performance f as guaranteemg •natural rights and not t h e the 19th Century cul . dn convention in :fi o mans natural duties ,, "Th h I' mmate by the hist . 1 rst step toward an understandin . e sc oo s asserting the " I onca natural right would . . g of modern things which had b natu.ra character of origin ,, W I consist m ascertaining its fundamentally prlev10usly considered of e ':ou d then know its spirit. The . iona or dependent our piece was n h h uman mstitution. " All 1aw wa on w h o not only 1 1 one ot er t an Hobb es, d d' · as · c · h . the " expression of an or a . s un erstood rights from duties ear Y istmgu ish ed i:iatural b t d 'fli . to which th. . u sc1ousness . " " Th e d i culties g me group-con- ng h t to self-preservation mathe the unahenabl e " b . temdpt is exposed could not be solved but bis hence the limit f .. e very asis, and tro ucmg a novel a· . . y m- Ind d h . '. o all [political] obligations ,, istmctlon betwee h ee t e spmt of this de:fianc . . natural and the historical.· h uman groups were matic in Kant' s c1aim t h at man e is h' d' dran t e . most . en ua y conceived of h. . and ri hts t . owes is ign1ty ev t 11 It is th ' d'as. is_toncal and not as NeT., g , natural. " o his Revolt, as contrasted with is 1stmctlon w hi h d vv man s phrase · '' h · . ies contemporary d' . c un er- ri'ghts and clai'm . t e simple absence of all 1 Now the historical view can the problem . s o n th e part of the creature in . . 1scuss1on of be th the conventionalist by d' . reduced to o/th:ecsence of the Creator, the illimitable claims t iscernmg that the d rea or on the servi f h . . ermmat10ns of positive 1 . 1 . e- with th b d ce o t e creature," or t l nr simply from a group's " eg1slation cannot arise was los:, au d en of the Book of Job . Paradise h d f 1· equa y and commonly s areof ee mg" of necessity ' " smce t h e workmg " The world was all b efore them, where to · . out th' . is common convictio '' choose · function of opinion wei hted n ~ay be. a · g . by factional mTheir place of rest, " terest or oth erwise not sufficient! . . 1 true needs of the . Y cntlca of the " "· group. This rather · 1 but Providence no longer guided pre-modern nat 1 . h · Whereas inner necessity" w Id d mystica ob d. ura ng t was a doctrine of ity to be valid as ou . epend . upon conforme ience, or at least of conformit .h -h . a _basis. for soctal organization adn order not originating in the h uman ence _ con ventlonahst character its ern'bnatural ng_ is a doctrine of freedom mo · ht · • l tri;;. uri;!,ng ~o the history of naturai right doc' r. trauss called the Stoic-Christian a 1 erty to evil as well as to good · ... l' . : . d 1m1te . c~nventional. iti~ conve~~~ villai~ ~t- ~i~it 1 Page 9 FlippingG A N some recent review or other, . J HN S L L E pages in - - - - - - - - - -of S T same 0liberty in C 0 article by Isomeone named Greshoff consistan only by the recognition - the ing solely of epigrams on poetry caused me to other men. " The revolt of modern political philosophy, slacken my rapid and disrespectful pace. Feaoriginating in Machiavelli, "was directed tured prominently among the pithy bits was: against what we may call the utopian character " It is not the poet who makes the poem, but the of classical political philosophy." The former poem that makes the poet." I was immediis concerned with a guarantee of the actualiza- ately reminded of Mr. Van Doren' s past lecttion of a desirable political order. Thus its ures, and later, listening to this last lecture, I stress on enlightenment, and its willingness to was reminded of the epigram. Can it be that accept " men as they are" to bring about legiti- this type of tricky phrase and vague conception, mate or at least efficient government. "But in this pseudo sage-like quality of expression, this classical theory institutions were nothing but frail and languorous sort of "appreciation" is devices for securing the rule of the virtuous: what we are to consider as poetical criticism? Yet, the lecturer's announced intention to they were not meant to be a substitute for praise perhaps invalidates any application of the virtue." Classical theory derived specific rules as the term " criticism" to his lecture. But in Mr. Van decisions of an experienced, wise man in the Doren' s own conception, he was concerned not light of circumstances, and defined man's na- with the praise of poets, but with the praise of tural status " with a view to man's natural per- their art. This task requires analysis which is fection. " "As long as men took their moral criticism. bearings by duties' ' concern for legitimacy kept I open myself to charges of. pomposity and in the background. Emphasis on self-interest pedantry by objecting to Mr. Van Doren's conpresumes the right of all. foolish or wise, to tinual use (and most excellent and entertaining it is) of the chatty style. However, I do not determine the means of self-preservation." " What we must start wondering about is oppose the informality , but only the looseness whether the modern, realistic, bard-boiled of the rhetoric. It is all too easy, even in atworld, which as Rousseau noted bas replaced tempts at rigid analysis, to lose sight of the disvirtue by economics, has not developed a much tinctions one began with, and to mingle oppomore destructive utopianism of its own. For is · sites in convenient and epigramatic paradoxes; it not utopian to believe that by lowering one's but when one makes little attempt to avoid such aims, one guarantees their realization? . .. . Is it cloudiness and even thrives on it, then the really true that man is so averse to virtue? watering becomes so complete that little that is Montesquieu remarks : "Les hommes fripons en said, no matter bow seemingly cogent, has any detail, sont en gros de tres honnetes gens : ils value, having no reference other than of the aiment la morale." vaguest sort. Dr Strauss then went on to examine in some Further, good criticism cannot be as pointdetail the ancient and medieval understandings edly personal as Mr. Van Doren always mainof the relation between natural and positive tains his is. '' I al ways get the feeling somelaw. We hope that his provocative lecture will how . ... '' is not a proper beginning even for be a prologue to one treating the doctrine of the enterprise of giving praise. Nor should natural right in more direct dialectical manner. prejudiqs peer through the structure of critical Perhaps he could be persuaded to discuss the presentation. One ought not go out of one's Republic and Laws as launching points for an way to express dislike of Milton, and when original defense or disavowal of the doctrine. asked a question concerning the relation betw een " To arms , St. George!" BERGEN. Hardy's novels and bis poems, the answer should not be, " I think the novels are far On the Nature of Poetry Criticism I . inferior.'' There is a greater tradition of universal I have named this review with the above criticism which is concerned with the elucidageneral title, whereas I am only concerned with tion of works of art and with the judgment of the nature of Mark Van Doren' s criticism, taste from as highly objective a position as posmerely to anticipate, hopefully, ensuing treat- sible. For from what other position could comments of this subject, having found Mr. Van pletely varied and highly individual artists be Daren's method in no wise exhaustive. �all appreciated for their respective merits regardless of the preferences of the critic for comedy rather than tragedy, the religious rather than the rationalistic, etc.? II asked for my services as an assistant; and since they ~sually added that though I was short of experience, such talents as mine should not be w~st~d, I was rather •proud of Theatetus E Williams. But back to the peace. · Let there be an end to vindictiveness, how" I was calle~ to a conference at the White ever, for I see that unless I continue on a different path, I shall have fallen inextricably into Hou~e, alo~? with other leading scientists, and the same faults of personal impression which ranking military an.d government officials. We were told that in view of repeated reports that I h.ave accused Mr. Van Doren of making th the ~ern:ans were searching for an atomic exbasis of his critical method. It remains in spit: of what I have said above, that there is far more plosive, it had been decided to organize a to prais.e in t?is lecture than to find fault with. search project in this country in order to fo;:_ A ~efinite unity was given to the entire investi- stall them. 'Were We Wilqng?' We started at once. gation of the divers recipients of praise by the treatment of the theme of "bigness and little"With~n a _week, one of our assistants ness"-. -~he poet's grasp of the meaning of mu- ?rought m .a discovery which later developed tual hm1tat1on exerted between all things that ~nto. the device for reducing the noise of aircraft are; a su?erbly eloquent description was given m . flight. It. was this device which, combined o~ Hard Y s concept of the universe, and how, in with the anti-radar paint borrowed from th his. poetry'. he could not avoid being softened, Germans ~fter their defeat, made it possible l~v1~g while he most believes that he is not, and a mass r~1d to seem a mere diversion until the pitymg · · · ·etc.; although so much was too bombs hit. ~ague, . nothing was said that did not impress . "Some of us were doubtful whether bomb1mmed1ately as being absolutely true as applied mg met~ods had developed to the point where to the works of art under discussion. an atomic weapon could be used on a military ~ut more than all are the poems themselves target, but we were soon satisfied by an air whIC~ were the direct instruments of praise for corps officer who told us: 'We could :fly in I 000 the. six greats. All are commensurate with planes, ~ach carrying ten tons of bombs 'and their task and are fine poems (except, I feel, the arran~e it so .that every bomb would explode at one on Shak~speare, sir). There is certainly one~ in_ practically the same spot, and we could . much t? .be said, perhaps everything to be said, do it m any kind of weather. A target so for .wntmg a poem to describe and praise a blasted would be just one big hole ' W . e went poets ar~ and the art of poetry in general rather ahead. than ~ak1~g to prose analysis where something " ~he ~hole world knows of the destructio~ essential 1s perhaps missed in the process. It of Hiroshima and Nagasaki, the foundation of' may ~ery well be that poetry can discuss itself U.N.O:, how, during the years immediately' on~ Y m terms of itself- that it possesses its own follow:mg the holocaust, the great powers dared unity of self-consciousness. Wordsworth in his not brmg .on a war that would be hell itself, and Prelude, is certainly the great exponent ~ this how, d~nng their indecision, U.N.O. became view: the un.disputed ruling body of the world. It "danger cannot but attend was said then that 'A few scientists and airmen Upon a function rather proud to be gave pea-ce to the world,' but the full truth of The enemy of falsehood than the that ph~ase was not realized then ; for it was ' friend not until forty years after the blast that the Of truth, to sit m judgment than to world knew that, within a month of that confeel." ference in Washington, I had submitted to the assembled minds of the Manhattan Project the E. V. THAU. ~omple.te proof that atomic chain-reaction 1s impossible." The Gospel According to St. James . ''How did we get this world peace? Well, MORGAN. it all started in Washington about fifty years is the or an of ago. I was young then, very young, just out St. THE, sBT. JOHN'S OOLLEGIAN Friday 0111.cial news acfdemic John College, published every during the ~ea.r. Entered as second class matter October 15 1919 at the of M.I. T. A number of leading scientists had l~T~. Office &t Annapolis, Maryland, under the Act of March 8, T fo: _ _J J..v t. John's Collegian , VOL. L VIV- No. 13 ANNAPOLIS, MD., TUESDAY." APRIL 30. 1946 - Price: lOc Mr. Meiklejohn on Education Everything operates according to some law or principle. The welfare and safety of anything is the preservation of its unity. This condition constitutes a state of peace. Man, of all creatures, operates according to his own principles. He is limited, like other creatures, in that he cannot stop his blood flow by merely willing that it stop. Unlike other creatures he can both will that it cease to flow and carry his will into effect. When he wills according to principles which will preserve peace, the members of his body are :fittingly disposed to one another. When he wills according to some other principles, he resembles some sort of a monster. The welfare and safety of the members of his body is disturbed and finally destroyed . The condition of peace changes into ti1e condition known as war, where no principle prevails. A universal principle of action c~n be der · zd from this: that no man shall act according to any principle which will endanger the welfare and safety of any of his members. By ext.znsion , then, no man shall act according to ar / principle which will endanger the welfare ard safety of any other man. The rule, in its fidt form , applies to the body man and in its second form to the body politic. Stated as an affirmative principle every man shall act to preserve the welfare and safety of every man, himself as well as others. This demands that each man, as a member equally with other members of the body politic must always will politically. That is, he must always obey this universal principle in order to guarantee the state of peace. . A good will is the o.ElY: surety of the Stflte of peace. A good will, according to the impli~ cations of the Constitution of the United Nations Educational, Scientific and Cultural Organization, is in an agreement with reason: "T he Governments of the States Parties to This Constitution on Behalf -of Their People Declare that since wars begin in the minds of men, it is in the minds of men that · the defences of peace must be constructed." The degree of knowl- edge of any man might be defined as the degree of agreement of reason and will. In this way knowledge would become the means to a good will. This might finally evolve into the statement that ignorance is passion and knowledge is action. But none of this explains how man can possess a priori ideas and still be able to say that he needn't act and that these ideas are somehow doubtful. Hamlet suggests that man must accept this paradox between doubt and action and act; to do other than this would be less than a man. If it is true that a man is somehow less than a man, even a monster if he refuses to act politically, what arguments can be used to demonstrate this truth to the philosopher on Mount Olympus? What can be said to convince the ethical man that he must participate in politics, even if this means that he must act in a seemingly unethical manner? (I ) The end of man is find the ones in the many and, returning, to understand the many from which he has taken flight. His knowledge and perfection demand that he, having managed the upward path, navigate the downward path because the forms and their imag es bear a mutual relationship to one another, which renders all knowledge and perfection incomplete without both the ascent upward and the consequent descent downward. This is the a~l.y~ical stateme~t of a humanly synthetic proposition. · For, with each step upward, the possibility of the form is enlarged and ordered ; but with each upward step goes a step dow,nward, which adds content and validity to the form in the shape of particular action. Either one without the other is rendered dangerous and ultimately destructive. In a body politic where upward dialectic is possible through mediums provided by the body politic, there is also the debt which the man owes the state for his education. (2) The nature of man_ is twofold, consisting of a being that endures and serves as the receptacle or stand of a relational being which seems to be in continual motion. This rela0 � 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. 10 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVIV No. 12 Title A name given to the resource St. John's Collegian, March 22, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-03-22 Description An account of the resource Vol. LVIV, No. 12 of the St. John's Collegian. Published on March 22, 1946. 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/ecc1bd48ca0ba819c8f750a0dd9f77db.pdf 14bafead0ca66c952a3ceb74e6bdd436 PDF Text Text Page 10 ST. JOHN'S COLLEGIAN all appreciated for their respective merits regardless of the preferences of the critic for comedy rather than tragedy, the religious rather than the rationalistic, etc.? asked for my services as an assistant; and since they ~sually added that though I was short of experience, such talents as mine should not be wasted, I was rather •proud of Theatetus E Williams. But back to the peace. · "I was called to a conference at the Whit Hou~e, alo~~ with other leading scientists, an~ rankmg military an.cl government officials. W e were told that in view of repeated reports that the ~ern:ians were searching for an atomic explosive, 1t had been decided to organize a r _ search project in this country in order to for: . stall them. 'Were We Will~ng ?' We started at once. II Let there be an end to vindictiveness, however, for I see that unless I continue on a different path, I shall have fallen inextricably into the same faults of personal impression which I h.ave ac~use~. Mr. Van Doren of making the basis of his cnt1ca.I method. It remains, in spite of what I have said above, that there is far more to praise in this lecture than to find fault with. A definite unity was given to the entire investigation of the divers recipients of praise by the treatment of the theme of "bigness and littleness''-.-~he poet's grasp of the meaning of mutual limitation exerted between all things that are: a superbly eloquent description was given o~ Hardy's concept of the universe, and how, in his. poetry: he could not avoid being softened, l~v1~g while he most believes that he is not, and pitymg . . .. etc.: although so much was too ~ague, . nothing w.as said that did not impress immediately as bemg absolutely true as applied to the works of art under discussion. ~ut more than all are the poems themselves whic~ were the direct instruments of praise for the six greats. All are commensurate with their task and are fine poems (except, I feel , the one on Shak~speare, sir) . There is certainly much t? .be said, perhaps everything to be said, for ,wntmg a poem to describe and praise a poet s ar~ and the art of poetry in general rather than ~akt~g to prose analysis where something essential is perhaps missed in the process. It ma Y very well be that poetry can discuss itself on~y in terms of itself- that it possesses its own unity of self-consciousness. Wordsworth in his Prelude, is certainly the great exponent ~r this view: "danger cannot but attend Upon a function rather proud to be The enemy of · falsehood, than the friend Of truth, to sit in judgment than to feel." E. V. THAU. The Gospel According to St. James . "How did we get this world peace? Well, it all started in Washington about fifty years ago. I was young then, very young, just out of M.I. T. A number of leading scientists had "With~n a :veek, one of our assistants ?rought m .a discovery which later developed ~nto. the device for reducing the noise of aircraft m. flight. It was this device which, combined with the anti-radar paint borrowed from th Germans ~fter their defeat, made it possible a mass raid to seem a mere diversion until th bombs hit. e fo: . " Some of us were doubtful whether bombmg met~ods had developed to the point where an atomlC weapon could be used on a military target, but we were soon satisfied by an air corps officer who told us: 'We could :fly in l,000 planes, ~ach carrying ten tons of bombs and arran?"e it so .that every bomb would explode at one~ m. practically the same spot, and we could . do it m any kind of weather. A target so blasted would be just one big hole.' We went ahead. " The whole world knows of the destructio~ of Hiroshima and Nagasaki, the foundation of i U.N.O., how, during the years immediately' follow.ing the holocaust, the great powers dared not bnng .on a war that would be hell itself, and how, durmg their indecision, U.N.O. became the un.disputed ruling body of the world. It was said then that 'A few scientists and airmen gave peace to the world,' but the full truth of that phrase was not realized then ; fo r it was not until forty years after the blast that the world knew that, within a month of that conference in Washington , I had submitted to the assembled minds of the Manhattan Project the complete proof that atomic chain-reaction is impossible." MORGAN. THE.ST. JOHN'S O_OLLEG-IAN is the ofli.cial news organ of St. John s College, published every Friday during the academic ye~. Entered as second class matter October 15 1919 at the ~;i. Ofli.ce at Annapolis, Maryland, under the Act of March 8, J .J..l f t. John's -Colleg_ian VOL. L VIV- No. 13 ANNAPOLIS, MD., TUESDAY, APRIL 30. 1946 - Price: 1Oc Mr. Meiklejohn on Education Everything operates according to some .law or principle. The welfare and safety of anything is the preservation of its unity. This condition constitutes a state of peace. Man, of all creatures, operates according to his own principles. He is limited, like other creatures, in that he cannot stop his blood fl.ow by merely willing that it stop. Unlike other creatures he can both will that it cease to :flow and carry his will into effect. When he wills according to principles which will preserve peace , the members of his body are fittingly disposed to one another. When he wills according to some other principles, he resembles some sort of a monster. The welfare and safety of the me mbers of his body is disturbed and finally destroyed. The condition of peace changes into t1 condition known as war, where no principle 1e prevails. A universal principle of action can be der· 2d from this: that no man shall act according to any principle which will endanger the welfare and safety of any of his members. By extension, then. no man shall act according to ar ! principle which will endanger the welfare ard safety of any other man. ,._The rule, in its fi.dt form , applies to the body man and in its second form to the body politic. Stated as an affirmative principle every man shall act to preserve the welfare and safety of every man, himself as well as others. This demands that each man, as a member equally with other members of the body politic must always will politically. That is, he must al ways obey this universal principle in .order to guarantee the state of peace. . . A good will is the only surety of the st,ate of peace. A good will, according to the implications of the Constitution of the United Nations Educational , Scientific and Cultural Organization, is in an agreement with reason : "T he Governments of the States Parties to This Constitution on Behalf -of Their People Declare that since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed." The degree of knowl- edge of any man might be defined as the degree of agreement of reason and will. In this way knowledge would become the means to a good will. This might finally evolve into the statement that ignorance is passion and knowledge is action. But none of this explains how man can possess a priori ideas and still be able to say that he needn't act and that these ideas are somehow doubtful. Hamlet suggests that man must accept this paradox between doubt and action and act; to do other than this would be less than a man. If it is true that a man is somehow less than a man , even a monster if he refuses to act politically , what arguments can be used to demonstrate this truth to the philosopher on Mount Olympus? What can be said to convince the ethical man that he must participate in politics, even if this means that he must act in a seemingly unethical manner? (I) The end of man is find the ones in the many and, returning, to understand the many from which he has taken flight. His knowledge and perfection demand that he, having managed the upward path, navigate the downward path because the forms and their imag.es bear a mutual relationship to one another, which renders all knowledge and perfection incomplete without both the ascent upward and the consequent descent downward. This is the a ~ lytical statement of a humanly synthetic proposition. · For, with each step upward, the possibility of the form is enlarged and ordered ; but with each upward step goes a step dow.nward, which adds content and validity to the form in the shape of particular action. Either one without the other is rendered dangerous and ultimately destructive. In a body politic where upward dialectic is possible through mediums provided by the body politic, there is also the debt which the man owes the state for his education. (2) The nature of man. is twofold , consisting of a being that endures and serves as the receptacle or stand of a relational being which seems to be in continual motion. This rela- �Page 2 ST. JOHN'S tional aspect of man is more or less complete and enduring as those about him are more or less complete and enduring. The old cliche about the chain being as strong as its weakest link is a formulation of this principle. Thus any man's responsibility for the actions, good and bad, of all other men and denies the possibility of perfection to any man until all men are perfectly and completely wise and responsible is affirmed. These may be ways of stating that knowledge is virtue; that there can be no such thing as an opinionative action or that no opinionative action is a virtuous action. The problem facing UNESCO. according to Mr. Meiklejohn, is to incite me~ to act politically; to make certain, through education, that men have good wills. Whenever any organization takes on itself such a duty as the education of its members, implicit in its assumption is the knowledge or the . belief that it possesses enough of the truth to sanctify its action. Whenever there is a separation of church and state, implicit in the separation is the denial that the state can possess the truth. For the church must regard the truth as one and indivisible. Since it possesses the truth, the state cannot possess it. In the modern world the conflict is ceaseless and appar-_ ently uncompromising. COLLEGIAN • Ad Veritatem I Learned hypothesisers describe Motion of Same and Other. While their ancient blue-eyed brother Wings forth words sweetly . Imbibe These symbols deep but warily, · About and about going: The cragg' d path is circular complete! y, . The steep peak past knowing. II Ask: no one will answer you . Seek, although you find Shadows of images only, pursue A bowl of wind. Long and far let journey rage, But tell no sphinx a fable, Lest you sin and grieve and bring a plague On countless people. - WCB Mr. Plunder Reports on Europe If some one has been a Nazi and wants to evade the occupation authorities, he might have the good idea to don a striped prison suit- you still see many in the streets worn by people who have been in concentration camps and have nothing else to wear. After some time, however, the authorities will get wise to tricks like this, and It is easy to say that man should render unto the Nazi will feel uncomfortable. And that is Caesar what is Caesar's and unto God what is all he has to do; for in his worried look the God's. But between the word and the deed lies authorities will recognize the expression of years the spectre of a church bith in the wor Id and of suffering and will not molest him-and they out of the world; the spectre of sovereign states will arrest people who have really been in camps exacting allegiances which seem to conflict with and do not have that look. If some one wants to sell a watch to a Rusreligion and assuming both the power and right sian and wants to get a really high price, he to educate their members. should have one that ticks as loud as possible; If UNESCO is successful, it must resolve the louder the tick, the better the watch- unless this conflict. If it is unsuccessful, either chaos the Russian has learned from Mr. Pl under that or a low order of unperpetual peace seem to be · the contrary is true. For this surprising piece the only possibilities. of infor:mation Mr. Plunder was presented with . a watch; the Russian pulled his sleeve up Since the principle of doubt should be applied to what has been written, permit me to and from among all the watches that adorned end with a quotation from the Statesman: "I his arm Mr. Plunder could choose the one he mean that really true and assured opinion about liked best. I should not say "could;" Mr. honour, justice, goodness and their opposites ·is Plunder did not want to, but he had to . divine, and when it arises in men's souls, it arises He also found the answer to the question in a godlike race.' · ' why it is just watches that the Russians seem -Witwer. to be fond of more than of anything else. A ST. JOHN'S Russian officer whom he asked about it said to bim, "We. have much time and few watches." · These are some of the many stories which Mr. Plunder told Sunday two weeks ago in the library. He was in Europe from the last m.cnth of the war until December. He went there in rwo capacities i he was a member of the Strategic Bombing Survey and, at the same time, was attached to G2 (Intelligence Division). After a short stay in London and a stop-over in Paris he worked mainly in Southern Germany and in Austria. In Austria he had several occasions to visit the Russian and. the French zones of occupation. His work took him to many places, towns and villages, places almost completely destroyed and others hardly touched by the war, and brought him in contact with all kinds of people. (T he only kind he practically never met were Nazis; there was one, I seem to remember, in all those eight months, who admitted that he was a Nazi.) An S.B.S. team (which consisted of several civilians and one army officer) would, after their arrival i some town, select at random a number of persons from the registration lists of the housing authority and ask them to appear for questioning. The people were informed that the purpose of it was -information, no t prosecution. The interrogators followed certain questionnaires which were worked out by other S.B.S. men. (At some time they used two different questionnaires, and it did not take long for the Germans to find this out. One of Mr. Plunder' s respondents entered his office with the words: "Is it form A or B today?") The questionings were conducted in an informal way. Mr. Plunder found people almost always willing to talk and got the best results when he handled the whole thing in a casual way, like a simple conversation (:filling out his questionnaire after his respondent had left) . T he questionnaires, and also written reports, were then sent to some other offices where they were studied, compared, coded, etc. The complete Report of the Strateg,ic Bombing Survey appeared in print some weeks or months ago . In his talk Mr. Plunder followed a good Austrian tradition: he tQld a sad story in nice stories. It is a story of chaos and misery. There were the Displaced Persons- we should rather say those of the displaced persons who have survived- now · called DP' s for short. Men and W omen, boys and girls torn from their familie s, children pressed into labor, people who saw COLLEGIAN Page 3 their nearest killed or saw them die from mistreatment and starvation. (And among them others who had gone to Germany voluntarily. because they were Nazis themselves.) Now they were free, housed in camps awaiting their repatriation (some of them have no place to go to anymore). In Southern Germany Mr. Plunder stayed in the neighborhood of one of those camps, where the various nationalities and political opinions fought each other bitterly day and night. There were the black markets . "Prices are not what they used to be," said one man. "The trouble is people don't starve enough." There was the political indecision- is Austria a liberated or an enemy country? There was the chaos in administration growing out of antagonisms between the allies. Mr. Plunder saw the "Orient Express" (the train from Vienna to Paris, run by the French) being held up by the Russians for holJrs, and learned upon inquiry that this happened regularly, because the Russians do not like the French military clique which has always been fascist-minded . There was the awkwardness of our own administration, the lack of policy which has since been discussed in numerous press reports. And there was the question- "to be hard or to be soft?' '- chaos within yourself. There is a common tenor in most reports on Europe. People who have been there return with a feeling of depression and frustration. They agree that there are often problems so· difficult that they seem to defy a solution; but they also agree that in many \Cases better solutions could have been found with more intelligence, responsibility, and good will. -E. A. The Lorelei Alone she lives, or so I've heard, Whom none may touch though all may see; No mortal man has yet disturbed Her Lesbian serenity. · See shattered on the stony shore Beneath: the bones of many a man Who once foolishly forebore The dear divine eternal plan. While echoes on the Swedish coast A cry of bliss unsatisfied , Foiled again by the frantic boast Of those who saw Naples, and died. -WCB �Page 4 ST. JOHN'S We : Lecture : : Galen : Part The utility of Dr. Oswei Tempkin's lecture on the "Use of Parts" may be appropriately discovered if we proceed as Galen did in revealing the utility of the parts of the body. It is indispensable to know the anatomy of the part -the nature, number, and relation of its elements. We must lay out the body of Dr. Tempkin' s lecture, kept preserved in our notes, and dissect out its anatomy. If our technique is not sensitive enough to its beauties of structure and richness of content, we plead that-the brilliance of Dr. Tempkin's vivisection more than compensates. The lecture has three parts. In the first are prefatory historical remarks concerning Galen and the "Use of Parts," these establish Galen's character, and the historical importance of that work. In the second stands the proposition that the parts are useful,. a thesis in opposition to which is set the present-day medical view. In the third stands a second thesis, that the parts have perfect order , in opposition to which are counter arguments. The thesis o-f the second part, fully stated, is that the parts of the body are useful for the being, for the well being, and for the propagation of the distinctive nature which they . serve. The '·'courageous" lion has not the same nature as the '.'cowardly" rabbit, or the " swift" horse ; hence those parts appropriate for the one are inappropriate for the others. Nature determines the construction of-the body. Man, intelligent, is a master artisan; he needs the master instrument. Appropriately, man has hands. Being on all fours would hamper their use; he is erec.t. To illustrate Galen's mode of establishing ~he use of any particu_ar part, Dr. Tempkin himself, l taking his own hand as example, established the utility of t h e elemen ts o f the hand for the accomplishment of the hand is distinctive action, " prehension." In opposition to Galen's view is set that of modern medicine ; that while it is all right to speak of " parts" and " actions " (or " functions " ) , still there is no nature in Galen's sense of final cause, and that "for three hundred years medicine has been trying to get rid of that stuff. " The thesis of the tbird part of the lectuu i~ that every part is adapted in the best possible wag -to · the being, well being, and propagation ST . COLLEGIAN of the species. The topos of the supporting argument is that if any system other than the existing one be conceived, the existii:ig one will be seen to be better. In connection with this second thesis stand Galen's view that the doctor should order ·his medical work to God, should praise Him. " My work is a hymn of praise . . " There is, partly in opposition, partly in agreement, a three-fold modern view. First, a diffi. culty: it is unconvincing to say that a beard exists to make a man look stately. Second, a counter-proof: A body not open to wounds and disease is better than one which is. Ours is. Therefore we have not the best of bodies. Thirdly , an agreement : "The men who advanced medicine were not materialists." Having outlined the anatomy of the lecture, we are now in a position to speculate on the action and utility of this "part" of our education. Its first action is to communicate, to propagate itself in our minds. The elements are ordered for this purpose. The introductory , remarks secure a hearing. But gaining a hearing is in vain, if there is nothing to be communicated. This, then, is the utility of the two disputes concerning the use and perfe.c tion of the parts ; they constitute the substance of what is said. The demonstration by example of the anatomy of the hand makes for elegance. By actually holding up his hand, plucking at it, flexing it, and pointing to it, Dr. Tempkin rendered this art of the lecture ( not necessary to the substance) so effective that members of the audience poked about their hands and flexed them sym pathetically . But it is after it has been communicated that t he lecture has for us its greatest action and utility. The action is prehension. The lecture is a double clasping-instrument. Its two main parts are suited for grasping because in each there is an opposition of elements, and there is nothing more characteristic of a grasping instrument than the opposition of its parts-consider the thum!i and fingers . One " hand " of this instrument is designed .t o grasp the issue about the existence of soul. The other to gain a hold on the problem of whether ours is the best of all possible worlds. Just as two cooperating hands are able to clasp a mediE:ine ball, so can these two " hands" in cooperation, enable us to handle the relationship of Medicine and Theology. JOHN'S But even · when the anatomy, action, and utility of the lecture are discovered , there still remains the question whether, as a part of our education the lecture does its job in the best possible man ner. If the order of the elements of the lecture were to be disturbed-would it not then be less efficacious? Is there any better way of showing problems than by setting out opposing views? The "creator" of this " part" has made a well ordered, intelligible and elegant thing . Were it missing from our education , our education would suffer. Finally I offer it to you, that if someone sought out the usefulness to the human soul of high blood pressure, or the very rapid growth of cells that characterizes cancer, that he might dis. cover the cause-the removal of which ·would ' mean the cure-of these two illnesses of the body ~ If some one did that, he would, by helping mankind, discharge the last great duty which Galen insisted in was the obligation of the doctor to perform, he would praise Him. -W.A. B. II Shacks and mud, Trees and darkness, Sightless eyes Looking on the rain With lashes heavy, And faces warped A nd twisted with Everlasting downpour. Houses stand And fall Like rotting carcass, While the maggots Move about And to and fro, And stare with eyes Despairing at the Everpresent gloom. -Hovde. COLLEGIAN Page 5 On the Use of The Parts In a genial Friday night lecture Dr. Oswei Temkin of the Johns Hopkins Institute in the History of Medicine told us about Galen, the greatest Greek physician since Hippocrates, and about a work of his called On The Use Of The Parts, never yet published in an English ti:anslation. After a brief sketch of Galen's life, including a few intriguing hints at his robust ethics in competition with colleagues at the Roman court, Dr. Temkin launched into an analysis of the seventeen books that comprise the work on parts. Galen's question is : " Why is the intricate mechanism of the human body what it is?" To give his answer he examines and describes each part of the body , shows its action, and finally its use. To examine and describe he must dissect, so anatomy becomes his basic science. As an unintended contribution he ended the convention that interdicted dissection of human cadavers. His earnest recommendation of dissection was misunderstood by students to mean human dissection. This fortunate misunderstanding is all that saves Galen's reputation as an anatomist . His own anatomical conclusions, that is, what the parts look like, based as they are on animal dissections only, are largely worthless . In the second step of his problem, determining the action of the part, he labors under similar handicaps of custom and equipment. The action of an external part like the hand is fairly easy· to see ; and even that of some of the internal ones , like the human heart, can be established with fair certainty by vivisection of animals. But there are others, like the liver, whose action never become apparent to him, and he is forced to employ some intelligent guesswork which he dignifies with the name of ' 'specµ la tion .'' The appearance and action of the part deit serves the " soul. " To Galen , soul means termined, ·Galen then describes its " use',, how nothing more nor less than the life principle. Whatever lives , plants, animals, humans, possesses soul, and to that by virtue of which they live he gives the name of soul. A part can be useful to the soul by helping to protect the life of the body , by affording it a better life, or by helping to preserve the race. As Galen proceeds ot show use, part by part, he develops the thesis that not only is no �Page 6 ST. JOHN'S ., part useless but that each is the very best possible to serve the soul's purpose. The physical parts of a lion, whose soul is dominantly fierce and defiant, enable him to attack whatever he encounters. The cowardly soul of the rabbit is served by a fleet body made for running away. How can this interesting proposition be extenqed to the relation between physical parts and that soul which is peculiarly rational? Had· man to be an erect biped in order to love wisdom? We do not know whether the omission is Galen's or Temkin's, but we would. like to have heard how our body contributes to our better life. The parts are what they are , then, and the body is what it is, because the soul of each must be served. After soul has determined what the body should be, the parts are created with their perfect utility by a good, wise, and powerful creator. In this climax the primary aim of the books is seen to be religious, to praise the wisdom and skill of God, to brand as impious any suggestion that a part is not useful or good. To answer why the body sometimes fails in its service to the soul, is often inadequate to preserve life, Galen explains that the creator of the parts was craftsman only, a creator only in the sense that he put form into an already existing · material. If a bone is not strong enough for the soul's use, it is not because of faulty construe. tion, but weak material. Disease is due to the same cause. Until the sixteenth century this work was gospel in the medical world. But as the mechanistic theories of Descartes and the chance apotheosizing tendencies of the Darwinian school began to prevail, Galen's books slid into neglect. Does the work deserve a reading today? Just to say it sounds like a good book is not saying enough, since time is short and we must be sternly discriminating in parceling it out to a multitude of suitors. If the proper study of man is man, Galen already has a prima facie case. And though these books are no longer useful as· medicar handbooks, they seem to offer something worthwhile to the man seeking a liberal education. For the question which Galen considers is one important part of that broad problem which has engrossed the great minds in our tradition, "What is this wonderful universe all about?" The details of his answer can be no more accurate than the defective anatomical premises on which they are based, but certain original vir- COLLEGIAN -- tues of method are .s till valid. His approach to the problems of the body, .maintaining that every part has its use, is still unassailable, and modern medical science employs it. The practice of inducing high fever as a curative treatment stemmed from a Galenic conviction that since a sick body is naturally fevered, fever must have its purpose. Even the apparent contradictions to the assumption of utility of parts in modern medical theory, for example, the denial of function to the appendix and so -called vestigial organs, may later prove to be based on imperfect understanding. His theology, which essentially shows God as a creator with purpose, may see itself similarly vindicated. Who can disbelieve that our present doubts about the teleology of the universe may likewise be based on imperfect understanding? The books seem worth a perusal, though hardly in our busy program should we give them the time necessary for a reading in Greek. Won't one of our Greek scholars take up pen and dictionary and supply the want of an English translation? - Morray. The Encyclopedia Britannica plans to publish and hopes to sell a set of The Great Books, a project itself noble and gallant enough to elicit much admiration and best wishes. Accompanying the books themselves, however, as a very special part of the set, ·Mr. Adler tells us that we may hope to find the first. fruit of an enterprise of epic proportion: an index wherein, among other things, there will be synthesized what all of the great authors have had to say about each of 10 5 classic ideas, their choice of the chapters of the index having been arrived at by naming all the things each book talks about and then determining the least number of names under which all could be classified. The aim of this opus is as magnificent as the construction must be difficult; at the least Mr. Adler hopes that the Index may reveal a pattern wherein some unity of Western tradition may be reflected, and that a basis of communication may be thereby restored. This is surely a heroic conception if there ever was one; it's quite a drop to have to report that the question period was smelling of an old herring which Mr. Adler has made no small effort to bury in the past; and we can imagine his chagrin on discovering dullards who still don't see that the Platonic-Aristotelian - ST. JOHN'S COLLEGIAN Page 7 controversy is ·dead. Any good man ought . to I would contend, well understood. Most of us be indignant against those ·who would imply ·think having world government would be nice that the intent of the Index is to protect the in the same indefinite way we think it would Books with a ring of Aristotle. On the other be nice to have more money or a better climate. band, both Mr. Adler and Mr. Gorman have in Sometimes it is had to tell whether we want the past shown fairly pronounced Aristotelian more than this inadequate understanding: for if leanings, enough so that it's a good bet neither the atttendance at this meeting, as well as at would be unhappy if the silly Platonic dallying Student Policy meetings, is any real indication abo ut words could be smothered and left behind of anything, it would seen we care as little once and for all _under a mountain of classifica- about the way the world is run as we do about tion. Perhaps we may expect Mr. Adler back governing our own social life. And this, if to hack away at the issue from closer quarters true, strikes me as a dangerous unconcern. Perhaps all absent students were in their again . -R.D. rooms busily writing lab reports and reading Great Books? Doesn' t reading Great Books awaken any awareness of individual political Report From Hollywood It might be better, as Sartre said, to note responsibility? Is all our talk about law and justice idle, vague, and merely verbal? Is the the daily happenings each day. land of abstractions so aloof and absorbing that The piggy-bank and the diary book- tools we cannot sully our thinking by directing it of a lazy creation. downward to the perversity of human relations? To write, but what to write? The daily Is a feeling of helplessness before such vast probhappenings, as I have decided before? That is, lems some sort of Socratic humility, or is it a for instance, that I had spaghetti for lunch; went to the museum in the afternoon; and com- mask for indolence? And is all this just so much rodomontade? ing home late at night saw a drunkard on the That may be. All I want to suggest is that the street? Or to write about what has broken its questions discussed at this meeting are importties with the calenders .. the yesterday that lives ant for all of us and they must . be asked often in today, and the morrow that died yest. rday? e in whatever rhetoric it is that gets us to think Each day in the past might have been as empty hard about them. The world .may well be lost, and unfelt as this ending one, but why is it that the adding up of zeros amounts to such an un- but not well lost, by ignoring them. To conclude with something useful and expected total? Or, is it that the past was quite specific: anyone who would like to know how different from the present, and that it has ended a liberal artist, as distinguished from the rest of sometime ago refusing any addition to itself? . us, would tackle these questions could hardly It seems to me now that the past is where do better than to get ahold of Mortimer Adler's everything was decided and happened. We were How To Think About War And Peace, where in the past 'til it was time to change, to go back and start all over again, but once we have lost the .issues are defined and clarified in a way that would seem to l~ave little room for improvethe possibility the past has ended. ment (not adv.) . And now, like the fortune tellers in Dante's Hell, we are set on the road, our faces turned back, seeing everything pass b~t nothing coming. - Sadi Koylan , Courtesy of Bill Harris. Saint Johnny as Political Animal Three of our students (Benedict, Witwer, Nelson) who attended the Student Federalists Conference at Concord, already described in this paper, reported on it and its relation to the College at a Sunday night Library Meeting. Now it is true that the general idea of world federation is well-known in these parts; but not, -W. C. B. Art Criticism A common idea of an art critic is that he is a ·person that can tell you what is good and bad in art. That idea would be plausible if there were only one art critic in the world. There is more than one, however, and as many critics as there are opinions of what is good and bad. Many people, perplexed at the situation, are known to have uttered the classic phrase, "I don't know anything about art, but I know what I like." · �Page 8 ST. JOHN'S COLLEGIAN There are ideas behind paintings and schools of paintings. We may compare the ideas and pass judgment on them, or may consider them as a na~ural growth. The ability with which the artist expressed his idea may be contemplated upon, too. If one were to try to evaluate a painting of Rembrandt's it would be wise to compare his ideas of light with his contemporaries, to see how they differ, and also compare the individual painting to some of his ot~er~. It would not seem fair to judge his pamtmgs by the standards of Salvadore Dali, or a Chinese scroll painting, or vice-versa. Many people judge paintings solely on their technique without looking into the matter any further. !echnique is. application and is pers?nal, as is color, ~ub:Ject matter, and expression on faces. It is important that an artist should know in what manner to express his idea, but without an idea behind it, it does not express anything, except emotion as expression· ism does. A great many ideas have changed the course of the history of art. They generally departed from tradition amid a burst of disapproval from lovers of tradition, and in the end became part of the tradition themselves. For instance, in Egypt mural painting was done with a great regard to the observance of the two dimensional quality of a wall. It was a plane, and therefore by law, the third dimension was not allowed ot disrupt that plane. In the Italian Renaissance many systems were tried to successfully represent the third dimension. Artists were obsessed with the idea and even in the theatre, scenery was designed b; use of columns to give the greatest illusion of depth possible. In modern times the invention of the camera and the discovery of new light and color theories induced artists to put tiny dabs of red paint next ~o ~abs of yellow paint to create the optical 1llus10n of the color orange from a distance. This orange was more intense than the usual mixing of red and yellow pigment. On the premise that all forms are modifications of g~ometric f~rms, a school of painting arose whtch experimented with geometric forms. This school was a revolt · against the vague imagery of impressionism. They felt that there was more to painting than images, and concentrated on form. A~ot~er school, partly influenced b Platomc ideas of beauty, devised a bypath ' f . . h . eslt or pamtmg on t e premise that true beauty w not representational, but consisted in the c aa h' or. . rect re1ations ip of two dimensional shapes t0 one another. Thus beauty existed in a well d signed curve or straight line in its true relatio e. shiJ? ~o all the other lines and shapes in the co~~ posit10n. t. John's Collegian VOL. LVIV-No. 14 ANNAPOLIS, MD., MAY 24. 1946 Price: 10¢ History - Ours On Friday, April 19th, Mr. Carl Van quered, and set themselves up as rulers, although Doren, whom Mr. Buchanan introduced sim- benevolent ones, since the new government and A re~entb school, using Freudian symbolism ply as "Mark's brother," gave us the history of the Church which came with it did not consider as. a spring oard has peered into the subcon. the Western Hemisphere in the record time of an their subjects as rational beings, sparing thetn s~ious dream world. Their canvases have a mulhour and a half. It is rumored that he origin- from slavery and the agony of the Inquisition. titude of naturalistic objects, which in themally intended it to be merely the history of the But the Spaniards remained under the laws ·of selves are not unusual, but in their relationship United States, but since a number of people their Sovereign across the seas, and they made to one another extrat::?rdinary. expressed incredulity at his audacity in attempt- no attempt to establish a new nation. They Fro~ these and other ideas have sprung ining such a task, he thought it wiser to make the pursued their individual whims as they chose. In contrast to this, Englishmen settled fur terpretat10ns. Generally there was a small ·subject even larger so that such people would ther North who, since they had fled from persegroup, and son:ietimes only one artist that be silent in awe or in contempt. "You can started the ball rolling. Then the idea gained either do it in an hour and a half," he said be- cution in their own country, had no expectamomentum until it was accepted and had folfore the lecture, "or you'll have to fill four tion of ever being invited to return-indeed, it was not until they began to prosper that Britain l~we.rs. Generally a follower does not have the volumes." took pains to hold and rule them. Having vitality of a new idea in his painting, as he has The history of the Americas, as he told it, come, then to found a new nation, and having not ex:perienced the birth pains. However, his divides itself into four different phases up to no support from their home, they banded towork is more inclined to be less harsh and more the present time, and where in the United States gether in colonies, destroying Indian tribes decorative, and will sometimes appeal to the we may be said to have achieved a measure of general public more than that of the originator. , success in our various enterprises, the South where they had to, bargaining with them where they could. Being their own masters, they deAmericas have achieved no such success, as their veloped a kind of self-reliance and independence Today , besides having in our museums and recent history so ably demonstrates. So Mr. which was the basis of the revolution which galleries work gather from many eras and civVan Doren told of them both, as much for the followed. ilizations, we are beset by the deluge of conTeamwork was the byword, in contrast as for the similarity. temporary painting. We have hosts of concontrast to the Spaniards further South who These lands, he pointed out, were discovered lived secure in the money and power of the temporary artists who are followers of other and settled long before Columbus ever drew Spanish King. Such were the beginnings of our artists from the Italian Renaissance to the presbreath , probably by Asiatics from across the ent day. It is truly very confusing to decide modern hstory. Berring Straits, probably by others as well. what is good and what is bad. It would appear Around the middle of the 18th Century, Historians find indications of diverse civilizathat the problem is to discover and put in their however, Great Britain began to take an intertions, and the many languages in use when proper relationships this conglomeration of est in her promising little coloneis along the Spaniards and English came indicate that the artistic ideas, to. see how one grew out of Atlantic Coast. Whereas not a hundred years first settlers came from many lands, even as another, and who was a follower of who. The before they had found the Dutch happier at the they do today. In Mexico and Peru, great emterms "good" and "bad" do not fit somehow to gain of Dutch Guiana than sorry at the loss of pires had grown, and a very considerable adsomething that i~ not a moral issue, but rather N ew Amsterdam, the British now found themvance in civilization was evident. In our own an issue of being logical or illogical, coherent or country, a number of the Indian tribes had selves envied for the potatoes, tobacco and corn, incoherent, original or imitative, profound or come to be well-governed societies, sometimes to mention only a few, which were at least as superficial seems more in keeping with the subeven establishing federations of tribes under the rewarding as the sugar that Holland had found. ject. But Britain failed to see how self-reliant her same laws. With the arrival of Europeans, however, colonies had become and her exploitation, -Daniel . Brockhuizen. these societies vanished with startling rapidity. ·which was clumsily handled, was resented. We had come not as conquerers, but as settlers, and Mr. Van Doren suggested that it was a clash of we had not found such large and advanced emages, iron versus bronze, with the latter made pires as the Spaniards had. Battles with InTHE ST. JOHN'S OOLLEGIA.N is the official news organ of obsolete by the newer, cheaper and every bit as St. John's College, published every Friday during the academic serviceable material for tools and weapons. In dians were small, if terrible, and the dangers ye&r. Entered as Becond class matter October 15, 1919, at thl South America, the Spaniards, led by adventur- from them were scattered. We drove them Post Office at Annapolis, Maryland, under the Act of :March S. 1879. ers who were sponsored by their King, con- away or exterminated them almost as fast as � 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVIV No. 13 Title A name given to the resource St. John's Collegian, April 30, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-04-30 Description An account of the resource Vol. LVIV, No. 13 of the St. John's Collegian. Published on April 30, 1946. 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/f45aff542fa04f7343a904e8f333f50d.pdf 09346dc241da28447ad5d4bd652883d3 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS 2soth nntversary OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1945-1946 ANNAPOLIS, MARYLAND MAY, 1946 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE 4 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . . . . . . . . . . . . . . . . . . 6 OFFICERS OF ADMINISTRJ-\TION .. 8 FACULTY . . . . 9 THE ST. JOHN'S PROGRAM This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: L A four-year, all-required course contain- ing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. SL John's College has no graduate or professional schools. On College Catalogues ......................... . Why a College Education Should be Liberal ..... . The Crisis in Liberal Education. . . ............. . The Liberal Arts. . . . . . . . . . . . . ............... . The Classics as Teachers. Science ~nd the Modern World. The Curriculum ......... . The Tutorials The Language Tutorial . The Mathematics Tutorial ................. . The Seminar The Formal Lecture . . . . . ............ . The Laboratory . . ..... . The Schedule . . . . . . ....... . The Faculty . . . . . . . . . . ................ . . ................... . Academic Standing . . . The Degree of Bachelor of Arts . . .......... . A List of Great Books . In Chronological Order . By Years By Subject Matter .. Instructional Charts .. Laboratory Exercises 14 14 16 17 18 21 22 24 25 26 27 28 30 30 32 35 36 40 40 42 43 44 46 REGISTER OF STUDENTS . . . . . . . . 49 55 58 61 65 71 75 78 81 84 INDEX 92 RESIDENCE AND ACTIVITIES . . . . . . . . How TO APPLY FOR ADMISSION .. FEES . . . . . . . . . . . ...... . FINANCIAL Am ... APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS ... . APPENDIX APPENDIX C, D. INTERCOLLEGIATE ATHLETICS . . . . . . . . . . . THE COLLEGE AND THE NAVY ... . BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM. 3 �COLLEGE CALENDAR 1946-4 7 COLLEGE CALENDAR 1945-46 Registration ............................... September 18 Annual Examinations First Term begins ........................... September 19 Registration ........ September 21 Convocation . Convocation ...... September 22 . ............................ September 23 First Term ends 12 noon ...................... December 19 Second Term begins 9 A.M ....................... January 9 Second Term ends 12 noon ....................... March 27 ........ September 19-21 First Term begins .. . .. September 23 First Term ends 12 noon . . ...... December 20 Second Term begins 9 A.M .. . .. January 6 Third Term begins 9 A.M ......................... April 10 Second Term ends 12 noon ... . ..... March 21 Third Term begins 9 A.M .... . ........ April 7 Third Term ends 12 noon ......................... June 14 Class Day .. . ............ June 15 Third Term ends 12 noon . Baccalaureate Sermon and Commencement Exercises ........................ *June 16 June 6 Baccalaureate Sermon ....... . June 8 "Class of 1946 graduated December 1945 Commencement . • e CALENDAR FOR 1946 @ JANUARY S M T W T f s ••.• 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 212223 24 25 26 27211293031 •••• APRIL JULY OCTOBER S Mi W T f s S MT WT F s S M T W y F s •• 1 2 3 4 5 6 •• 1 2 3 4 5 6 •••• 1 2 3 4 5 1 g 9 10 1112 13 7 8 9 10111213 6 7 8 9 101112 1415 16 17 1819 20 141516171819 20 13141516171319 21 22 23 24 25 26 27 21 22 23 24 25 26 27 20 21 22 23 24 25 26 213 29 30 •••••••• 28293031 •••••• 21' 28 29 30 31 •••• • oo o • • o e • • o • o ~ • i'EBRUARY ~ •• •• oo oo •• .. ............ eo ~ MAY •••••••• AUGUST 00 •••• NOVEMBER •••••• "' •. 1 2 3 4 5 6 1 8 9 10111213141516 171819 20 212223 2425262728 .... •••••• 1 2 3 4 5 6 1 8 9 1011 1213 '1415161718 19 20 21 22 23 24 25 262728293031 .• ........ 1 2 3 4 5 6 7 8 9 10 1112 13 14151611 18192021222324 25 2§ 27 28 29 30 31 •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH JUNE SEPTEMBER DE CE MEER .••••••••• 1 2 3 4 5 6 7 8 9 •••••••••••• 1 1 2 3 4 5 6 7 8 9 1011121314 2 3 4 5 6 1 8 101~ ~21314-1516 910H121316!15 15- 1G 171819 20 21 17181920212223 16171819202122 22 23 24 25 26 27 211 24 25 26 27 28 29 30 23 24 25 26 27 28 29 2930 . . . . . . . . . . 31 •••.•.•••••• 30 . . . . . . . . . . . . ,.~,.~,.&•,.G~9ae~ 4 15161718192021 22 23 24 25 26 21 Z!l 29 3031 •••••••• o o • ~ o " ~ • ,. ~ ,. o CtU.ENDAR JANUARY S MT W1 f s •••••• 1 2 3 4 5 6 7 8 91011 ·12 131415161718 19202122232425 26 27 28 29 30 31 ' . SM1 WT f s ••.• 1 2 3 4 5 s 1 8910"!112 131415 16 17 1819 20 21 22 23 24 25 26 27282930 •••.•. FEBRUARY e ,. IF 0 R 1947 JULY MAY APRIL ~ OCTOBER S MT Wi f S MT W T f s s .... 1 2 3 4 5 . . . . . . 1 2 3 4 6 7 8 9 10 11 12 S iS 1 8 9 1011 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • . . • 26 21 2s1'29 30 31 •• ~~ ~~ ~111~~ ~g n~~ NOVEMBER AUGUST •••••••••••• 1 .••••••• 1 2 3 •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 4 5 6 7 8 9 10 3 4 5 6 1 8 9 2 3 4 5 6 7 8 9 10 1112131415 11121314151617 10111213141516 9 101112131415 16171819202122 18 19 20 21 22 23 24 17181920212223 1617 18 19 20 21 22 23 24 25 26 27 28 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 .••••••••••• 30 •••••••••••• " • <> <> • ........... .. MARCH 1 2 3 4 5 6 7 8 9 1011121314 . ... June 9 •••••..••••• 1 ~ 0 0 0 0 G <O <I ~ .. JUNE 1 2 3 4 5 6 7 8 9 1011121314 9 10 11 12 131415 15161718192021 16171819202122 22 23 24 25 26 27 28 23 24 25 26 21 28 29 2930 •••••••••• 3031 .•••...•.. "" 2 3 4 5 6 7 8 ............ 5 SEPTEMBER •• 1 2 3 4 5 6 1 8 9 1011 1213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• • ••••••••••• 0 ~ DECEMBER •• 1 2 3 4 5 6 1 8 9 10 11 12 13 14151617 18 19 ::m 21 22 23 24 25 26 27 28293031 •••••• o o • o " ~ o " o o • • ~ e �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, Vice-President, Fidelity Trust Co., Baltimore, Maryland. JAMES J. LINDSAY, President of the Senate, Towson, Md. JOHNS. Wmrn, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . Laurel, EDw ARD S. DELAPLAINE, Associate Judge. . .. Frederick, STEPHEN R. COLLINS, Associate Judge. . Chestertown, C. Gus GRAsoN, Associate Judge. . .. Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 1830 24th St., N. W., Washington, D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Mary- land. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. DR. WILLIAM ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University; Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 7 Md. Md. Md. Md. Md. Md. �FACULTY* FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A.... .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D.. . . . .... 11 McDowell Hall STRINGFELLOW BARR .... . . 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July I, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT TO PRESIDENT CHARLES A. NELSON . . . 14 McDowell Hall FELLOW AND DEAN ASSIST ANT DEAN WILLIAM KYLE SMITH, B. S., Th. B ....... 14 McDowell Hall TREASURER ..... 13 McDowell Hall KENT CAMPELL, B. A .. REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A .. LIBRARIAN TUTORS DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. . McDowell Annex COLLEGE PHYSICIAN OLIVER PURVIS, M. A., M. D.. . . . . . ........ Infirmary DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . ..... Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. .. Woodward Hall WILLIAM ALBERT DARKEY, B. A .... J. ScoTT BucHANAN ................... 248 King George Street . ....... Brice House GEORGE ALTHOFF BINGLEY. B. A., 1910, M. A., 1916, Princeton University. InsLructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. B. A. ............. Iglehart Hall . .. 243 King George Street FORD KEELER BROWN . SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ............... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P. A.. . . . New Haven, Connecticut B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; United States Naval Reserve, 1942-45; Tutor and Director of Adult Education, St. John's College, 1945-. *Cf. pg. 32. 9 8 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE IO RICHARD SCOFIELD 0 0 . 58 State Circle 0 B. A., 1919, M. A., 1920, University of California; R A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. k, Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-M; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JOSEPH WINFREE SMITH UniversHy of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. (Leave of absence, 1945-46 session) .. 176 Prince George Street 0 B. A., 193c1, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON ..... St. John's College WILLIAM GORMAN . Brice House 0 Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University. 1939-41; Tutor, St. John's College, 1942. WILLIAM ALBERT DARKEY, JR. JACOB KLEIN 0 ............. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, JR. 0 0 0 0 0 .... Pinkney House B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. United States Naval Reserve, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. RAYMOND NEIKIRK WILBURN. . Brice House B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. United States Naval Reserve, 1943-46. Tutor, St. John's College, 1946-. KENT CAMPBELL. ... St. Margaret's BERNARD MANN PEEBLES . . 18 Cheston Avenue ]oHN SPANGLER KIEFFER. Bo A., Chicago, Chicago, 1937-38. ll w ILLIAM KYLE SMITH . 0 . Carroll House . . Reverdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-, ANTHONY STANDEN 0 0 0 . St. John's College 0 B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. (Leave of absence from November, 1945) LEONARD ]AMES ESLICK 0 .... Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. . 9 St. John's Street 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of :Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. United States Naval Reserve, 1942-46. Tutor and Treasurer, St. John's College, 1946-. 0 B. A., St. John's College, 1942. Tutor, St. John's College, 1942-; Librarian, 1944-. WILLIAM IRVING HARPER. . ............ Carroll House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. �12 CATALOGUE OF ST. JOHN'S COLLEGE 13 CATALOGUE OF ST. JOHN'S COLLEGE . 58 SIMON KAPLAN. State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen :Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. . . . . Brice House RALPH HARPER .. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., !942-43; Tutor, St. John's College, 1943-. NORIVIAN ATWOOD GARIS . . . . .. 176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ARTHUR HYMAN . . . . . . . . . College Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 19}6, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK VAN DOREN . . . . . . . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Lint. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS . . . Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. . . . . Carroll House JACK LANDAU. John's . ... Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PETER CHRISTIAN WOLFF*. .. St. ALEXANDER MEIKLEJOHN . ENOCH BARTON GAREY ... . .. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PROFESSOR EMERITUS OF HISTORY DONALD KAINER MARSHALL .. . Brice House Ph. D., University of Chicago, 1939. Research Assistant in Division of Humanities, University of Chicago, 1936-39. Instructor in Philosophy, Chicago Teachers College, 19•10-43. Chairman of Humanities Department, Chicago City Junior College, 1943-45. Tutor, St. John's College, 1945-. LUKE HARVEY PoE, JR .. . ... Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . St. John's College B. S. in Mathematics, University of Virginia, 1938. L. L. B., University of Virginia, 1941. United States Naval Reserve, 1942-46. Tutor, St. John's College, 1946-. (Leave of absence from April, 1946) LECTURERS MORTIMER ADLER . . . . . . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professox of the Philosophy of Law, 1930-41 Professor~ 1941-~ University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. 9 *Resigned March 31, 1946. CLARENCE WILSON STRYKER. . . . . . . PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professo:r of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free -citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society d1is statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between ·propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are �1 16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later c,nly at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can ?e made. We choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. :an THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �18 CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. ThG pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteTia divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF STc JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical Gorrection from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual · deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transformino- itself in most lively and important ways. This is happening i~ two ways primarily, one in mathematics, ano:her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics a~d natural science constitute more than one-half of the reqmred work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and t~ere­ fore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special . care to emphasize. There is scarcely an item in the course which ~o~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of. the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. . For this purpose we have set up a f~ur-year lab~ratory m mathematics and the natural sciences with four main themes woven toaether to catch the understandings .and insights that b . we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. "\Vith it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the. proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course, Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first ~hmvs the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This represents the required readings for the four years and implies further readings in secondary books as well CATALOGUE OF ST. JOHN'S COLLEGE 23 as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagnms for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance, Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �24 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to -catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Fotmal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this CATALOGUE OF ST. JOHN'S COLLEGE 25 is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, Frenth and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual trainina and b performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. FORMAL LECTURES 1943-44 The Liberal Arts and the Common Good ............ . Scott Buchanan Grammar . ............................................ .Stringfellow Barr Arithmetic . ............................................George A. Bingley Law . ................................................. Richard F. Cleveland Rhetoric . ............................................. Mark Van Doren Geometry . ............................................ Jacob Klein Dramatic Presentation: The Tempest ................. . King Wiliiam Players Music .................................... ·............ . Nicolas Nabokov Astronomy . ........................................... Peter C. Wolff Dialectic . ............................................. .William Gorman The Liberal Arts . ..................................... Scott Buchanan The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. Man's Essence . ........................................ Mortimer J. Adler St. Augustine ......................................... .Mark Van Doren Looking-Glass Molecules . .............................. Anthony Standen The Golden Section . ...................................Edward Kasner Columbia U11iversity Proposition and Judgment . ............................ Leonard J. Eslick The Reduction of God to Theology . ................... J. Winfree Smith Materialism ........................................... Mortimer J. Adler Violin Recital. ........................................ Szigeti Vesalius .............................................. .Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University Montaigne . ........................................... Mark Van Doren Socrates and Civil Liberty . ............................. Alexander Meiklejohn Maps and Map-Making . ..................., ............ Edward ~asner. . Columbia Umvers1ty Evolution ............................................. Mortimer J. Adler Godwin's Social Justice ................................ .Ford K. Brown Stravinsky . ............................................ Nicolas Nabokov His,tory Is A Wheel . ...................................Stringfellow Barr Pascal ................................................ .Mark Van Doren Gerard Manley Hopkins . .............................. John Pick Groton School Semantics . ............................................ Richard P. McKeon University of Chicago Concert. .............................................. Budapest String Quartet Plato on the Arts . .................................... John Wild Harvard University �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleues is . D evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions the instruments and techniques of measurement, repetition of ~rucial experiments, and the combination of scientific findings m concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is il:1creased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and othe; activities such as music and dramatics .. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral exar.ninations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with. his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are -given in the following September after the long vacation period during which the salutary processes of A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial ' 10 11 Sat. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- 33 bination of teaching and research in e_ach ~ember of the faculty. The principle is that the tea~hmg mmd must. be a learning mind, and therefore good _teachmg ~emand~ contmued learning. This has come t~ mea~ 1~ academ1_c pr~ct1ce that the ood teacher must be makmg ongmal contnbut10ns to knowl~dge and that he must publish if he wis~es to be promoted .. The faculty at St. John's is again gomg back to fir~t p:mciples and making a~other ~p~lication of_ them. Learmng 1s a co-operative enterpnse and 1t 1s best carried out when pers?ns at different stages of comprehension work together. The typical learning situation at St. John's involves ten pr twelve lear~ers. First in the learning line come the author-teachers, the wn~ers of the great books, who are talking in most cases_ at the high point of their own learning. Next comes th~ readmg and t~lk­ ing teacher who is a member of the faculty: his stage of learnmg is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. T~e old~fashioned ranking ~f cl~sses in the little red schoolhouse is the image that we have m mmd. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distrib1:1ted among the students and the tutors. Since it is not our policy to select only the best students for ~~mission, _but rathe: to aim at the normal distribution of ability that is found m the average American community, we count heavily on the norma~ social processes of mutual understa:idi1:1g to _catch. and amplify the teaching. Our classes exemplify m their vanous styles all the types of collaborative study, allowing even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not a_n unfamiliar spect~cle in the St. John's classroom; we count on it to keep our teachmg fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague whos~ sp~cial kno~ledge complements his own. This is the situat10n m a semmar, where ?e �CATALOGUE O:F ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: · Plato: l\feno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- CATALOGUE OF ST. JOHN'S COLLEGE 85 retation of the book list which occurs as an immediate byProduct of teaching the books in tutorial, in seminar, and in fhe laboratory. Criticism of the books takes place in two directions primarily, first their histo~ical order and backgro~nd which continually change and ennch themselves by connect10ns with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. . . Making the actual readmg schedule for the se~mars .for each year is a result of much. faculty a~d student de!1berat10~, and the reading schedule registers teachmg and learnmg experiences from year to year. . . The products of this kind of re~earch go first mto t:ac::hm.g directly. Production for publicat10n and learned soc1et1es is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two crite:ia. F?r . members of the previous faculty at St. John's, experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. . . . The faculty now represents a well-balanced d1stnbut10n of special knowledge. Eventually the graduates from the four· year course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the. �36 CATALOGUE OF ST. JOHN'S COLLEGE student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demar:i-ds a longer period of adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. ~ttendance on all regular scheduled College exercises is reqmred. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: gTammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; ft"'" reading k:r~ow~edge of at least nvo foreign languages. In semester hours as recorded in the regular elective system this amounts to: *Cf. Appendix B, pg. 71. 37 CATALOGUE OF ST. JOHN'S COLLEGE Semester Hours ~----'----- Language and Literature ... Mathematics and Science. Lectures on the Liberal Arts. Laboratory. Seminars .. Total. . . One Year Four Years ..... 10 40 10 40 4 16 3 (J/2 actual time) 12 8 32 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full con~ sideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this �38 CATALOGUE OF ST, JOHN'S COLLEGE program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions, Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the ~xigen_cies of the war and revolution through which the workl is passmg, There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education, There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living, One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions, The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members, The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system, In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training, In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required, In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college, In effect, they ask the liberal college to anticipate professional work, We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb, In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of CATALOGUE OF ST, JOHN'S COLLEGE 39 habit and second nature, In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education, The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training, On the other hand, a warning should be given that the SL John's student is running the risk that radical innovation entails, The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission, These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission, In view of this problematic situation, students vv-ho come to SL John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools, Arrangements for extra work for this purpose can be made at SL John's or at other institutions, In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meeL �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .t A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .&:neid The Bible Epictetus: 111.oral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On 1\1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Mn11 Dante: Divine Comedy Chaucer: Canterburv Tales Oresme: On the Br~adths of Forms Pico della l\firandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on 1\ifethod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Los/ Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United Slates Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry .Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosrnersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Mathematics 1.znd Literature Liberal Arts Science Homer Plato Euclid Herodotus Aristotle Hippocrates Thucydides Lucretius Nicomachus £schylus Aristarchus Sophocles Archimedes Euripides Aristophanes Plutarch Lucian Tacitus Epictetus Apollonius Cicero Plotinus Ptolemy Virgil Augustine Galen The Bible Bonaventure Leonardo Justinian Thomas Aquinas Oresme Dante Grosseteste Copernicus Saga of Burnt Njal Calvin Descartes Pico Song of Roland Gilbert Chaucer Kepler Shakespeare Cervantes Milton Spinoza Galileo Rabelais Francis Bacon Harvey Corneille Hobbes Newton Racine Locke Boyle Grotius Berkeley Huygens Moliere Leibniz Lavoisier Erasmus Hume Dalton Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Fourier Malthus Bentham Faraday Marx Mill Maxwell Flaubert James Joule Ibsen Freud Darwin Dostoevski Poincare Vircho'Y' Tolstoi Hilbert Bernard Russell Mendel Cantor Dedekind Riemann Lobacheveki CATALOGUE OF ST. JOHN'S COLLEGE ct) g!. E-<. ~ ::a s ~ m a ; d .!-< 43 �CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. LANGUAGE TUTORIALS DURING 1942-43 Clock-hours of Class-room Work Assigned First Year Third Year Second Year Fourth Year Exercises French German Greek Latin Memorizing 40 hours 10 hours 20 hours IO hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Baudelaire Goethe Euclid Virgil Racine Hoelderlin Catullus St. John Plato Nietzsche Horace Reading 5 hours 20 hours 35 hours 20 hours Double Texts Descartes Bible Phaedrus St. John Latin-French Greek-Latin Faust Greek-Latin Hegel Translation and 50 hours 50 hours 25 hours 50 hours Close Reading Plato Virgil Rousseau Lessing Republic I Social Schiller Aeneid IV Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Thomas Boole Treatises Aristotle Kant De Ente et Categories Laws of Hegel Essentia Thought Prior Analytics Formal Logic 30 hours 30 hours 25 hours 30 hours Dante Pascal Selections Practice in Kant Thomas Rousseau Analytical Anthology Hegel On Law Commentary Sophocles Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) MATHEMATICS TUTORIALS DURING 1943-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics 56 Plane Geometry 12 8 Solid Geometry ... -10 Theory of Numbers. 30 Theory of Real Numbers .. 17 19 Trigonometry ..... Analytic Geometry 57 Calculus .... 37 Differential Equations ..... Fourier Series Non-Euclidean Geometry T:raTisfi.nite 1.J"un1bcrs Projective Geometry ....... . 45 CATALOGUE OF ST. JOHN'S COLLEGE Fourth Year 8 Total 68 48 30 25 IO 19 57 87 10 5 20 10 10 Total for four years of Mathematics in Mathematics Tutorials. 389 50 10 5 20 10 MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics 7 Astronomy. · · · · 9 Mechanics and Hydrostatics. Strength of Materials Heat .. . Light ......... . 19~3-44-Continued Second Year 63 Third Year 50" 50 20 Fourth Year 25 3 Total 120 59 20> 25' 3 227 Total for four years of Physics in Mathematics Tutorials. CLOCK-HOURS OF LABORATORY WORK DURING 1942-43 Physics and Astronomy Mechanical Dra wmg Astronomy .. Mechanics and Hydrostatics. Sound. Heat .... Light .... Electricity and Magnetism. Atomic Theory ... ' . 18 3 30 12 3 33 15 24 21 6 36 9 3 9 3 18 9 6 33 66 30 9 33 21 54 21 33 Total for four years of Laboratory in Physics and Astronomy. Chemistry General Inorganic Physical ... Qualitative Organic .... 279 15 60 15 27 3 45 12 9 3 36 48 35 Total for four years of Laboratmy in Chemistry .. Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity . . .......... . Embryology ... Protozoology . . ........... . 15 Total for four years of Laboratory in Biology. 33 9 9 9 11! NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures m; a.SSigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and mrtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �46 CATALOGUE OF STo JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;. The Protozoa-animal taxonomy; Heredity in the pomage flyo Drawing: Orthographic projection; Perspective projectiono Geometry: Euclid: 8; Apollonius: 50 Music: Intervals; Scales; Keys (the rest not yet planned in detail)o Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc} Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc; Fifth Group of Periodic Table; Ammonia, proteinso The following is a list of laboratory exercises by yearso It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates themo FIRST YEAR L 20 30 4o 50 60 70 So 90 100 IL 120 130 140 150 Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and fegular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 160 The Greek diatonic scale 17 0 The just scale and its uses 180 The keys in music 190 Environment and health 200 Environment and health 2L Form and locomotion of animals 220 Photometry 230 Solid figures 240 Rectangular solids 25 o Ari starch us 260 Archimedes' levers 270 Machines 280 Static equilibrium 290 Floating bodies 300 Metacenter SECOND YEAR L Digestive system of rabbit 20 Urogenital system of female rabbit 30 Thoracic cavity, mouth, central nervous system 4. The parabola 50 Ellipse and hyperbola 60 70 So 90 Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 100 Parametric eq nations of ellipse CATALOGUE OF STo JOHN'S COLLEGE 47 SECOND YEAR-Continued 2L Music 220 Copernicus 120 Stereographic projection and star 230 Kepler charts 240 Prism colors and dispersion 130 Stereographic projection and star 250 Chromatic aberration of a lens charts 260 Geometrical characteristics of Ice14 0 Astronomical sights land spar l5 0 Celestial machines 27 0 Double refraction l6o Celestial machines 280 Double refraction of polarized light 17 0 Sun and moon 290 Speed of light l8o Gilbert's De Magnete 300 Fluid pressure 190 Music 20. Music THIRD YEAR 330 Viscosity L Power of the vacuum 340 Law of definite proportions, law 2 0 Strength of beams of multiple proportions, Dalton's 3 0 Strength of beams atomic theory 4. Strength of beams 350 Vibrations 50 Falling bodies 360 Gay-Lussac's law of combining volIL Projectiles umes, molecular weight, Avo70 Sheep heart gadro's number 8. Blood vessels of cat 370 Pressure-temperature relations 90 Matter: crystalline state 380 Dalton's law of partial pressures; 10 0 Blood vessels of cat steam distillation, vapor tension, l L Boyle's law critical temperature 12- Living heart in frog and turtle 390 Diffusion and osmosis 13 0 Matter: liquid and gaseous states 400 Magnetic fields 14 0 Smaller blood vessels in living frog 4L Sodium chloride: the active metal 15 0 Urogenital systems of male cat sodium 160 Water and its properties, distilla420 Sodium chloride: the active nonti on metal chlorine 17 Dogfish shark and aquatic verte430 Standard units in chemical reacbrates tionso Chemical notation, equa180 Surface tension tions, formulae 19. Dogfish shark and aquatic verte440 Faraday's laws of electrolysis brates 450 Acids in aqueous solution: HCI 200 Dogfish shark and aquatic verte460 Atomic and equivalent weights 0 Rebrates duction and oxidation, valence 21, Electrostatics 470 Potentiometer 220 Electrolysis of water, Faraday's laws 48 0 Metallic hydroxides and salts in Electrolysis of water, equivalent aqueous solutiono Neutralization weight 490 Electromagnetic induction 24, Rigid body equilibrium 500 Ionization 250 Conservation of mass; filtration, 5L Young's interference of light reduction with charcoal 520 Mendeleyev's Table Compound pendulum 530 Spectrometer Lavoisier on calcination and com540 Colloidal state bustion; oxygen 550 Music 280 Atwood's machine 560 Music 290 Chemical reactions 570 Music 300 Conservation of momentum 3L Centripetal force 32, Hydrogen, acids, oxidation and reduction lL Conics as four-lin~ lo~i �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 27. Hydra 2. Magnetic measurements 28. Hydra 3. Fabrics of the animal body 29. Genesis of animals 4. Law of magnetic forces 30. Genesis of animals 5. Fabrics of the animal body 31. Genesis of animals 6. Standard measures of electric cur32. Protozoa-animal taxonomy rent 33. Protozoa-animal taxonomy 7. Fabrics of the animal body 34. Heredity in the pomage fly 8. Fabrics of the animal body 35. Heredity in the pomage fly 9. Fabrics of the animal body 36. Heredity in the pornage fly JO. Fabrics of the animal body 37. Spectral analysis 11. Fabrics of the animal body 38. Esters, their hydrolysis, mono- and 12. Fabrics of the animal body di-basic acids, polyalcohol 13. The structure of the atom 39. Potentiometer, thermocouples 14. Law of mass action 40. Ethers, acid anhydridcs, hydroxv15. Diffraction, interference acids ' 16. Chemical equilibrium 41. Electromagnetic induction 17. Diffraction grating 42. Carbohydrates (sugars, starch, 18. Carbon and its compounds: I: the cellulose) paraffins '13. Joule"s electric heat 19. II: Isomerism of organic com- 44. Isocyctic, aromatic hydrocarbons; pounds, the carbon-carbon douCyclo-olefins, -paraffins ble and triple bonds. Unsatu45. Fourier's heat analysis rated hydrocarbons 45. The Fifth Group of the Periodic 20. Alcohols, aldehydes, ketones Table 21. Fabrics of the animal body 47. Ammonia, amines, amino-adds, 22. Fabrics of the animal body proteins 23. Fabrics of the animal body 48. Music 24. Fabrics of the animal body 49. Music 25. Growth of animals and plants 50. Music 26. Growth of animals and plants A college should be a community in which the student can discipline and develop his 1?-ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. . It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play .as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this sh<mld be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoy<1,ble, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �1 I CATALOGUE OF ST. JOHN'S COLLEGE 50 Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities an~ infuses them with their full measure of human enjoyment, This may take the form of a new light on the purposes and ~eani~g of athletic games and sports; or it may find expression i.n a stimulated imagination which can produce creative writing for. one of the College publications, or for significant interpretat10n of works of music. Since 1939 athletics at St. John's have been organized on an. intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athleti~ ass.istants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities includ~ a well-equipped gymnasium, two large playing fields, tenms courts surfaced for all-weather playing, and a College boathouse. with ~ve six~een foot sail~oats. Excellence of performance m a wide vanety of sports mcluding sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurr~cular music complements the musical part of the rt:gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the dme otherwise devoted to fo~al lectures. i::he extracurricular music program makes availabl~ .to a maximum number of students the opportunity of acqmrmg the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of College and residents of Annapolis and surrounding terntory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked librar.y of recordin~s, sheet music and scores, a recording machme, an automatic phonograph, a grand piano, and a num- t?e • Reaso~s for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 51 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, ivas instituted by the students for the following purposes, as outlined in its constitution: i) to proll)ote a conciousness in the student body of political and coqimunal responsibilities to both the College and the civic communities, to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, to e$tablish minimal dormitory regulations, to :r;eview annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. .ExtraLcurri.culat Activities student activities are really an extension of the curfor example, the Bible Class, and Latin and Matheatics Clubs in which students and faculty pursue in greater tail '"problems raised by the seminar discussions of scientific, ilosophical, and theological works. Other groups represent · "lar specialized pursuits ih politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper :ch reports and comments on the events in the community. · St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book . at. In its present form it is a magazine whose purpose is tecapitulate and summarize the past academic year. The r; William Players serve as a center for the reading of a and poetry in general, as well as for the activities of y production. · e Variety Club; specialists in libel and slander, presents annual comic revue satirizing the faculty and the College gram, or other niatters of current interest. The Social Co- II �:;2 CATALOGUE OF ST. JOHN'S COLLE.GE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is_situated in the seventeenth centmy seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the hot:.se~ to their seminar g·roups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce CATALOGUE OF ST. JOHN'S COLLEGE 53 t ints upon himself and also to make proper use of the help res ra · · · h" 11 l"f and support that other students can give him m is co ege i e. Dormitories All students not living at home are required to live i1:1 ~he College buildings and to take their meals in the College Dm1ng Hall. Each dormitory room is provided with _the nec~ssary furniture, · l ding a single bed with mattress, pillow, pillow cover and me u . bl. d bedspread, a chest of drawers, book shelves, Venetian m s or window shades, a study table, chairs, lamp, and ~ waste basket. Towels, bed linen, and blankets are to be supplied b~ the student as are also such decorations as window draperies, rugs, and ;unners for chests of drawers and tables. T~e student should consult his prospective roommate, if any, and his own good. taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormit_ori~s. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as _follows: . . For upperclassmen taking Annual Wr~tte~ Exammat10ns from noon of the day before the Exammat10n days. For freshmen from noon of the day before registration day. For definite dates in 1946-4 7 see the College Calendar. The College maintains the care of the do:m.itories. There are student dormitory managers whose duty it I~ to report complaints, to see that the dormitories are kep~ m order, and to enforce the following regulations concernmg breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. �54 CATALOGUE OF ST. :JOHN'S COLLEGE Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any ses~ion, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and :Lt will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an ii;iteresting variety of menus; and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Phys1Cian. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General olution which re-established the liberal arts curricu. h ·.. · T e rev · h • 1 bim in St. John's College in 19~~ was a movement 1~. t. e m ..· ·.·.·:•. · bl. f Education which anticipated the currentdcns1s h :J.\epu ic o . · •·•.worId h.istory . When the liberal arts were remstate m t e •:....• . ·.•citllege, it was known that many of the contemporary educ~1•.•.· .·l ventions do not promote the most successful pursmt ..una con ral arts but the difficulty of the immed"iate tas k t h at . . ·· ·· l"b e i , . 1 . the College, that of putting a liberal curncu um :nto rat1on, made advisable the postponement of the solut10ns . some of the more extrinsic probl~ms. So, for the first six the' conventional entrance reqmrements were used. ·h· · December 1942, when it was clear that students in en, 1n ' f ·1· ·L·-b al Arts colleges were immediately needed or m1 itary r er ·b · h , St. John's College decided to make its contn ut10n t~ t e effort by offering its program to younger students i~ a u1e which would allow them to graduate before bemg to military service. Beginning in July, 1943, a summer was added to the regular schedule so that the four-year could be completed in three calendar years; stude:rits itted at the beginning of any of the four terms durmg · the minimum entrance requirements were two years 'school work with a year of algebra, a year of plane , and an introductory course in one foreign language. the end of the war, St. John's now judges it possible ~nd relieve the strain of its wartime schedule by returnmg regular schedule. ements dent is eligible for admission if he can provid; evidence bility and preparation to pursue the St. John s program s of the following achievements: "ts for e and one-half years of algebra e. year of plane geometry o years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. IL The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Co11ege work; for instance, at the end of his second year of high school. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility CATALOGUE OF ST. JOHN'S COLLEGE 57 for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the You are urgently invited to visit the College and to .~iscuss further any problems that may need extra consideration. Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must ister as freshmen for the four-year course; no advanced ding in the program is granted for other college credits. "ssion before Graduation from High School he College is still eager to admit students who have not pleted their; formal four-year preparatory training, provided student and his parents are persuaded that he is able and y to undertake the responsibilities of a substantial program he liberal arts. erans' Educational Benefits . John's College is approved and accredited by the MaryState Board of Education for training of Veterans of World II who are eligible to receive educational benefits under prov•isions of the G.I. Bill of Rights. �CATALOGUE OF ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force rev1s10n. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . Residence . . . . . $600.00 400.00 . Total. . . . . . . . . . . . . . . . . . . . . . . . . $1,000.00 58 59 These fees are payable in full on registration in September if preferred, in three installments: one-half on registration, ~~e-fourth on January 6, and the remaining fourth on April 7. On registering, the student must procure a Treasurer's Card howing that fees have been paid or that suitable financial 8 ranaements have been made, in order to be admitted to :fasse~, dormitories, the dining hall, the library, gymnasium or Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the on which installments are due (September registration, January 6, April 7), and withdraws from College for any whatever, such advance payment shall be refunded. But installment already due shall be refunded, regardless of the of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can b¢st be understood by the student if he regards them as membership dues. These dues help the College to provide, not only i'f!Struction, food, and lodg:ing, but also proper medical superyi&ion, athletic facilities, and whatever other conditions it finds be!'lt adapted to forward the common learning enterprise. "'""'"'u'"'" Money student must make a deposit of $10.00 with the Treaon registration, subject to charges for laboratory breakdamage to College property. The amount of this demust be maintained at all times during the session. A ..........,,,,....,.. check for this deposit will be sent to the student upon after the end of any session or after withdrawal or from College. Except for the caution money dewhich is refundable after the dose of the college year, the .__,,,,,,,.,;c has no extra fees. �60 CATALOGUE OF ST. JOHN'S COLLEGE Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc" The additional cost is four per cent of the amount financed. Veterans' Educational Benefits SL John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I, Bill of Rights. FINANCIAL AID Students unable to pay the full cost of their education may assistance from the College. If the total assistance 1vhich needs for three terms amounts to not more than $200, College will undertake to advance him a loan of the amount required and to. find him employmen.t at the C~llege that ':7ill yield him sufficient wag~s to repay his loan dunng the penod for which the money is needed. These loans do not bear · i11teresL Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on loan, new and smaller loan agreements will be substituted the one the Student Aid Fund holds. The privilege of borfrom the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they r~ceive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts more than $200, the College will either make up the excess hy an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is uµdesirable that its members should graduate with a burden debt to the College. Outright grants are made only where is so clearly needed and merited that the College can sue. cessfully appeal for donations to persons who are strangers to applicant. The Committe on Aid will reject all applications, whether loans and employment or for outright grants, which do not demonstrate that all local sources have been thoroughly ""'n'" The Committee has the grave responsibility of 00 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the com- · munity of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time t.he formal application for admission is forwarded to the Registrar. olarships Awarded by the College THE PHILIP MYERS, II, SCHOLARSHIP ;>To be awarded annually, the income from $10,000, the gift of ilip A. Myers, II, Class of 1938. THE CLIFTON C. RoEHLE SCHOLARSHIP ';fo be awarded in tuition, the income from $6,000, the be. st of Mrs. Anna M. D. Roehle, in memory of her son, on C. Roehle. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. A. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferYa resident of Annapolis, the sum of $30.00 to be applied the cost of tuition. iTHE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP be awarded in tuition, to some deserving student, the me £ram the bequest offered annually under the will of late Friedrich Jonathan van Schwerdtner, in memory of his Friedrich. 0 olarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a · ent of exceptional character and scholarship and of estabd Confederate lineage. This scholarship is applied to tuiand residence fees, in accordance with the needs of the ent selected, and is awarded at present for four years unless appointee fails to maintain the required standa~d in his emic record. Applications should be addressed dlfectly to : Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA pplicants for this scholarship are expected to submit evite that they are of colonial descent and that they the~.es revere the ideals and standards of their forbears. Apph- �64 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St, John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men, It is non-denominational, and has been so since its founding. It has never been coeducational. It maintains no graduate or professional sc;hools. It is the third oldest college in the United States. - King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. n. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows; William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the naine of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by ·wmiam Paca'h and others. Signer of the Declaration of Independence. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton" Jeremiah T. Chase Charles Vllallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College George Washington visits St. John's College. the Faculty of St. John's College: The satisfaction which I have derived from my visit to you:r infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with I entreat you to class me), with the hope of an early and at the same mature manhood. You will do justice to the sentiments which your kind regard toward me by believing that I reciprocate the good wishes contained in your and I sincerely hope the excellence of your seminary will be manifested morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 0 67 * Signers April 17, 1791. of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism 69 Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of fames First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature c. Welling. Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English ~nakespeare 18th Century Literature Third Year Greek Plato .A':schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Montesquieu Analytic Geometry Calculus Kant De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. begree. 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of: the traditional program of Classics and Liberal An~ uniqne. in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four 'Nritten enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees 'Nays & Means Enablin~ examinations �72 Petition Diss er· tati on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the col~ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Sociai Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disse:r* tati on (particu· lar) Examining Board �74 CATALOGUE OF ST. JOHN'S COLLEGE of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with n1inimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAJ.IS. SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum th2.t really required work. Yet I should have known this by analogy. I had 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE knowi:: countless students who withdrew from intercollegiate athletic~ when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with a~hleti~s, whi~h at its most professionalized is a lot better thing to fill .1d~e time. with. than some other things I know. But suppose there isn t any idle time? Suppose there is just enough leisure time fo~ .healthful outdo~r games? Then every athletic trip becomes a cns1s and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It.won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an ~ndergrad~ate college should be a less serious business than acquirmg a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, .indeed a ~ig~ly or?anized "big" business, intercollegiate athletics. For this big busmess has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi~ess su~stitutes spectator psychosis for actual part1opat10n, .cheermg sect10ns for playing teams, an orgy of sportsgoods ~qmpment for costumes fit to have fun in, large business staffs with long-term. schedules for the old-time impromptu challenge of natural antagomsts, monotonous physical drill for learning to pla~ ~~ pl~ying, pressure from fellow-students for zest to play, the ex.hib1t10.m~m of star performers for the satisfaction of playing well because it is more fun to play a game well than badly, The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, t~ese things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h:alth, recre~ti~n, skill, and co-ordination. To get that support, It will expand its mtramural athletics. More varieties of sport will CATALOGUE OF ST. JOHN'S COLLEGE be offered and more facilities. Our colleges are often abusively called country clubs. I want to see SL John's offer the sort of athletic facilities a good country club offers, Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the Col· lege but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as :naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX D THE COLLEGE AND THE NAVY STATEMENT OF POLICY OF THE BOARD OF VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE WITH REFERENCE TO THE NAVY DEPARTMENT'S PROPOSAL TO ACQUIRE THE COLLEGE CAMPUS-NOVEMBER 21, 1945 On April 21, 1945, the Board of Visitors and Governors of St. John's College took notice of persistent rumors that the Navy Department intended to condemn the College campus, although no direct approach had then been made to the College by the Navy Department. The Board, recognizing their simple patriotic duty, and recognizing the paramount power of the United States Government to condemn property in the national interest, made a formal statement of their willingness to yield the historic campus if the Government should find and declare the acquisition a genuine national necessity and not a mere convenience. The Secretary of the Navy, in reply to the Board's statement, wrote that "it now appears" that .the expansion of the Naval Academy would require the immediate acquisition of the ca~p~~- ~e also advised the Board that final authority and respons1b1hty m the matter lay with the Congress. The Navy Department then submitted to the Na val A~airs Committees of the House and the Senate for approval Pro3ect 460-C, covering the proposed acquisition. The wording of the project, and the testimony of high naval officers at the hearings before both Committees, reveal clearly that the project was submitted under the erroneous impression that the Board was "willing ~o sell". Accord· ingly, at the first hearing before the House Committee on June 4, 1945 the matter was treated as a routine project, and the College was ~ot advised such a hearing was to be held. Typical of the misunderstanding was Admiral IVIoreell's reply to a member of the House Committee during the first hearing that there was a "favorable inclination on the part of the authorities of St. John's to sell". Many such statements appear in the records before the two Committees. Representatives of the College appeared at a subsequ~nt hearing of the House Committee on June 12, 1945, and at a hearm_g of the Senate Committee on June 20. The Board finally felt it necessary to state to both Committees at the late_r _hearings on October 2, 1945, that they "would not and will not w1llmgly sell the historic campus at any price." The Board feel that it was most unfortunate that the project had proceeded so far before the record could be set straight on this simple but vital point. Had the Navy 78 79 representa_tives understood_ the ~oard's position at the outset, the Board believe that the pro3ect might not have been submitted, an d the prolonged controversy could have been avoided. During the past seven months since the Board's statement 011 ~pril_ 21, 1945, the House Committe~ has held three hearings covermg six ~ays, and the _Senate Committee has ~eld two hearings on the project. After this protracted study, neither Committee has found or declared that the acquisition is a genuine national necessity. On the other hand, the record shows that use of the Colleo-e campus for an Academy dormitory would be at most a more co~­ venient means of expansion than the use of other available land in Annapolis. At the hearings the vital issue of national necessity was actually reduced to a discussion of the number of feet midshipmen would have to walk to and from classes under alternate proposals for the location of a new dormitory. Accordingly, the Board believe that it is now abundantly clear that the Navy's desire to acquire the St. John's campus has not been proved to be essential in the national interest. The Chairman of the House Committee has stated that his Committee will take no further action until the Congress has determined a revised program for training naval officers. It must be obvious, however, that this question of officer training cannot be decided until the current proposals for amalgamation of the armed forces have been fully debated and finally settled. This process may take many months. Meanwhile, the position of the College has become plainly intolerable. The present facilities of the College will soon be taxed to care for a student body abnormally enlarged by the welcome return of young men who left College to enter the armed forces. Plans for new building, interrupted by the war, and uncertainty over the Navy's proposal, must be pushed. It is now clear that the Navy Department's project was launched in misunderstanding; that the extensive testimony before the Committees fell far short of establishing national necessity for this unprecedented use of the power of eminent domain; that failure of the Committees to act after their long and exhaustive inquiry is in itself evidence that no such necessity exists. In the light of these developments in the long interval since the Board's statement of policy, made on April 21, 1945, that statement is no longer a realistic or relevant statement of the Board's duty as trustees, and is hereby withdrawn. The Board therefore regard the unfortunate episode as concluded, and trust that the Naval Academy and St. John's College are now free to proceed in mutual respect and harmony, as neighbors, to get on with their respective functions. The Chairman is directed to transmit copies of the statement to �80 CATALOGUE OF ST. JOHN'S COLLEGE the Chairmen of the Naval Affairs Committees of th~ Senate and House, with the respectful request .that ~uch Committees. declar.e that the acquisition is not in the nat10nal mterest. The Chairman is further directed to transmit a copy of the statement to the Se~retary of the Navy through the Chief of the Bureau .of Personnel, with th~ respectful request th~t ~roject 4?0-C be withdrawn. The Boar e believe that simple Justice reqmres that further damage to th College be stopped, and that the Government, through t~ese · should therefore without further delay or reservation, ao-ennes, ' · d ~ake public declaration that the Government does not mten to acquire, in any manner, the campus of ~t. John's C~ll~ge: Finally, the Board wish to record their deep ~PJ:?Ienauon of the loyal support of the St. John's Alumni Assona~10~, and of the hundreds of other independent persons an~ or?amzat10n~ who have rallied to the aid of the College during this. difficult period. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier. February 1939. · BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. The Education of Freemen, The New Republic, August 31, 1942. The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. -----: The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. -----: The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - - The St. John's Program, The New York Herald Tribune, December 2.7, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22. 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club V\loman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available. June 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. CATALOGUE OF ST. JOHN'S COLLEGE 83 AMERICAN LIBRAR~ AssocIATION: Classics of the Western World, with forewords by _John Erskme and, Everett Dean Martin. One of the book lists out of which the .st .. John~ program grew, this pamphlet contains valuable secon~ary b~bl!ograph1cal material. It was first published in 1927 b the Amencan Library Association for the use of adult classes. 1941. y HUTCHINS, ROBERT M.: Education for Freedom Louisiana State 1943. ' u mvers1'ty · p ress, MARITAIN, JACQUES: Education at the Crossroads Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Tw~ Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W N t 19 · or on, 42. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE JANUARY - JUNE, 1945 FOURTH YEAR-CLASS OF 1946 (BECAME SENIORS IN JANUARY, 1945) Thomas James Cosgrove ...................... Bayonne, New Je~sey Thomas Irwin Fulton, Jr ..................... Irwin, Pennsylvama Allen Zimmerman Harvey .................... Frostburg Robert Frederick Novak ...................... Baltimore Benjamin Franklin Pumphrey, Jr .............. Annapolis . Harry Charles Rockey ........................ Philadelphia, Pennsylvama Irwin Robert Tucker ......................... Bayonne, New Jersey 1 Henry Theo d ore W ense, J r .................. · Oak Ridcre ' Tennessee " THIRD YEAR-CLASS OF 1947 1945) (BECAME JUNIORS IN JANUARY, Carl Henry Bruggrnann ...................... Washington, District of Columbia John Brunn ............................. New York, New York Tristram Joseph Campbell, Jr. ................ Silver Spring Ch'ao-Li Chi . . New York, New York Peter Clogher ......... : : : : : : ·.:::::::::::::Englewood, New Jersey Robert Mitchell. Courtright .................. Sumter, South Carolina John Scott Desjardins ......................... Scarsdale, New Yorkk Salvatore Carmelo DiGrande ................. New York, 1:'fe".' Yor Duane Kay Furbush...... . . . . . . ............. Paln_iyra, M1ch1gan Allen Abbev Goldstein ....................... Baltimore William Edwin Harris ...................... Saginaw, Michisan Harry Gerald Haxby ......................... Mariemont, Ohio Richard Eagleston Jameson. . . . . Fallston . . . Archer Jones ................................ Richmond, V1~g1~ia . Ira Wendell Marine ......................... Washington, D1stnct of Columbia John Mathew Morgan ....................... Toledo, Oh.io . Charles Arthur Nelson ....................... Berwyn, Illm01s James w. Ray ........................... Worceste.r, Massachusetts Larry Winter Roeder ........................ Annapolis William Warfield Ross ................ Bethesda Rowell Anton v M. Schleicher ................ Forest Hills, New York William Kyle Smith, Jr ....................... Annapolis Eu"ene Victor Thau ......................... New York, New York " ·n George Montgomery VanSant ................. Hyattsv1 e Robert Russell Weiss ........................ Federalsburg George Patrick Welch, Jr ...................... Providence, Rhode Island THIRD YEAR-CLASS OF 1947 (BECAME JUNIORS IN MARCH, 1945) . Abb ....... Frederick Irving Victor · · · ·: · · · · · · · · · · · · · · · c----'- _ n·b N , v ,.1z Stephen Gordon Bened1cc ................... ·"''uuo,vu" '' .eN ,o_ Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Julian Abbott Dorf .......................... Chestertown 0 _ 84 85 Arthur Eugene Dunsmore, Jr .................. Chevy Chase N~t~aniel Isaac J?urlach ..................... New York, New York William Paul Elliott ......................... Aurora, Illinois Theodore David Ernst ....................... Cordova Sidney Hugh Fitch .......................... Glenelg John Gormly................................. Sewickley, Penns l · · · y J osep l1 I gnatm~ K'll orm'. J r. .................. Savannah, Georgia vama t John Newton Lmdsay Opie .................... Norfolk, Virginia Roger Clark Stone ........................... Conowingo John Van Doren ............................ New York, New York SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN JANUARY, Donald Grant Bounds ....................... Salisbury Samuel Henry ~oleman, III .................. Roanoke, Virginia Donald Semadem Elliott ...................... Lutherville Stafford Gorman Whittle Johnston ............ Roanoke, Virginia Clarence Robert Morris, Jr .................... Randolph Field, Texas Oswald Nagler .............................. Perry Point Adrian Georges Skeha~ ...................... Ridgewood, New Jersey Langford Wheaton Smith, Jr .................. Berkeley, California John Henry Thomas . . . . . .............. Racine, Wisconsin George Robert Trimble, Jr .................... North East SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN MARCH, Thomas Harry Blatt ................ Baltimore Richard Tallant Carruthers, Jr ................ Astoria, Oregon Ray Charles Cave ........................... Aberdeen Proving G:round John Wheelwright Cobb ..................... Brookline, Massachusetts George Harris Collingwood, Jr ................. Washington, District of Columbia Charles Wyman Grover ....................... Gloversdale, New York David Abbey Hooker ........................ White Plains, New York David Barrington Lowdenslager .............. Baltimore William James Robinson ..................... Erie, Pennsylvania Alan Richard Schutz ........................ Chicago, Illinois Austin Stevens ............................... \Vestport, Connecticut A. Allen Straumfjord ........................ Astoria, Oregon Robert Charles 'Wilson ...................... Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER, 1944) .......... Baltimore Frank Burton Abrahams Leod Daw Becker, Jr.......... . .... Arlington, Virginia William Chester Buchanan, Jr.. . . . . . ...... East Lansing, Michigan Roger Haugh Callender ....................... Chicago, Illinois George Warton Carden ........ Upper Marlboro Peter John Davies . . . . . ............... New York, New York Kurt Elmer ..................... New York, New York ................ Baltimore Joseph Gordon Erberts Robert Barry Feldman ....................... Baltimore �86 CATALOGUE OF ST. JOHN'S COLLEGE Ralph Charles Finkel ........................ Baltimore Marcus Bartlett Finnegan .................... \Vest Point, New York Peter Alden Franken ........................ Lyme, Connecticut Louis Irvin Frid. . . ........................ Baltimore Donald Claude Gooch .............. Abbeville, Louisiana Frederick Russell Hinckley, Jr.. . .......... Salt Lake City, Utah Andrew Kalenak .... ._ ............ Nanty-Glo, Pennsylvania David Micheal McAllister . . . . ............. Snow Hill Robert Laird McLaughlin ................. Sedalia, Missouri Jack Lancaster Mason ................ Havre de Grace Richard Lewis Matteson ................ Frostburg Bob Edmund Nichols ................. El Cajon, California Jules Olympio Pagano ........................ New York, New York LeRoy Edward Pagano ............... New York, New York David Duane Patton .............. Grantsville Eugene Francis Phelps .................... Elkridge John A. Pirrera ....................... Rochester, New York Dean Mills Roberston ................ South Bend, Indiana Sidney Joseph Rosenthal ............. Baltimore William Westerman Simmons ................ Cedar Rapids, Iowa SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Third Year (Promoted in January)........ . . . . . . . . . . . . . . . . . . . . . . . . 26 Third Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Second Year (Promoted in January). . . . . .. . .. . . . . . . . . . .. . .. . . . 10 13 Second Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Total in College .... ........ 100 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE FOR ACADEMIC YEAR BEGINNING SEPTEMBER 18, 1945* FOURTH YEAR-CLASS OF 1946 Douglas Buchanan ........................... Annapolis ;rhomas Ja~es Cosgrove ...................... Bayonne, New Jersey Thomas Irwm Fulton, Jr. ..................... Irwin, Pennsylvania Allen Zimmerman Harvey ..................... Frostburg Robert Frederick Novak ...................... Baltimore Irwin Robert Tucker.. ............ .Bayonne, New Jersey THIRD YEAR-CLASS OF 1947 Irving Victor Ab b . . ........................ Frederick Ted Barber . . . . . . ........................ Bellaire, Ohio Stephen Gordon Benedict. . .......... Scarborough, New York Stephen Windsor Bergen. . ....... St. Albans, New York Carl Henry Bruggmann. . ........ Washington, District of Columbia Tris tram Joseph Campbell, Jr.. . .. Old Orchard Beach Maine Ch'ao-Li Chi . . . . . . . . . . . . ............... New York, New York John Scott Desjardins ........................ Scarsdale, New York Salvatore Carmelo Di Grande .................. New York, New York Julian Abbott Dorf. . ...... Chestertown 'William Paul Elliott. . ...... Aurora, Illinois Theodore David Ernst. . ....... Cordova Francis Thomas Evans, Jr... . ...... Alexandria, Virginia Allen Abbey Goldstein. . .......... Baltimore John Gormly ................. Sewickley, Pennsylvania William Edwin Harris. . ....... Saginaw, Michigan Joseph Francis Hollywood, Jr.. . ....... Forest Hills, New York Richard Eagleston Jameson. . ......... Fallston Archer Jones . . . . . . . . . . . ............ Richmond, Virginia Joseph Ignatius Killorin, Jr.. . .......... Savannah, Georgia John Mathew Morgan.. . ....... Toledo, Ohio Robert Wilson Mueller. . ......... Milwaukee, Wisconsin Charles Arthur Nelson. . ........... Berwyn, Illinois John Newton Lindsay Opie. . .......... Alexandria, Virginia Rowell Anton v M. Schleicher ................ Forest Hills, New York Ja:n~s Willard Sharp... . ........... Freeland, Pennsylvania Wilham Kyle Smith, Jr.. . .......... Annapolis Roger Clark Stone. . . . ............ Conowingo Eugene Victor Thau.. . ............. New York, New York Charles Lincoln Van Doren. . ............. New York, New York John Van Doren. . ............ New York, New York Robert Russell 'Weiss. . ............. Federalsburg George Patrick Welch, Jr.... . ............... Providence, Rhode Island Andrew Shreffler Witwer, Jr. ................. Joliet, Illinois " Program of deceleration went into effect at this time. 87 �88 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Samuel Bancroft Bird, Jr ...................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Los Angeles, California William Chester Buchanan, Jr................. East Lansing, Michigan Ray Charles Cave. . . . ...................... Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York Samuel Henry Coleman, III. .................. Roanoke, Virginia Robert Orval Davis ........................... Scottdale, Pennsylvania Vernon Ellsworth Derr ........................ Baltimore Alan Dale Eckhart. . ........................ Winnetka, Illinois Donald SeY:!radeni Elliott ...................... Lutherville Robert Barry Feldman. . . . ................... Baltimore Ralph Charles Finkel. ....................... Baltimore Henry Raymond Freeman, III. ............... Sewickley, Pennsylvania Clarence Westcott Gallup, Jr .................. Englewood, New Jersey William Michael Goldsmith ................... Forest Hills, New York Donald Claude Gooch ........................ Abbeville, Louisiana Bernet George Hammel ....................... Orange, New Jersey Chester Peter Hewitt. ......................... Woodmere, New York Frederick Russell Hinckley, Jr ................. Salt Lake City, Utah David Abbey Hooker ......................... White Plains, New York Christian Arneson Hovde ..................... New York, New York Arthur David Kelso, Jr. ....................... Linthicum Heights David Barrington Lowdenslager. . . . . . Baltimore John Duncan Mack....... . ................ New York, New York Michael Joseph Manley ....................... Cumberland Alan Schutz Maremont ........................ Chicago, Illinois Jack Lancaster Mason ......................... Havre de Grace Richard Lewis Matteson. . .................. Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler ............................... Perry Point Jules Olympio Pagano ........................ New York, New York Morris Albert Parslow ......................... Muskegon, Michigan David Duane Patton .......................... Grantsville Milton Perlman .............................. Memphis, Tennessee Eugene Francis Phelps ........................ Elkridge Robert Julian Scolnik ......................... New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa Langford Wheaton Smith, Jr. ............. : .... Berkeley, California Robert Treat Thompson ...................... Oakland, California Gene Perkins Thornton ....................... Greensboro, North Carolina George Robert Trimble, Jr. ................... North East Robert Charles Wilson ........................ New York, New York FIRST YEAR-CLASS OF 1949 (ADMITTED IN SEPTEMBER) Clarence Alfred Anderson, II ................ : .Randolph, New York Robert Lord Arner ........................... Washington, District of Columbia Charles Crittendon Baldwin, Jr ................. Flushing, New York Teddy Franklyn Betts ........................ Hilton Village, Virginia Vincent John Buranelli.. . . . . . . . . . . . ......... Tenafly, New Jersey CATALOGUE OF ST. JOHN'S COLLEGE 89 Robert Whitehouse Burnet. .................. New Rochelle, New York James Watson Conrad. . ................. Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr.. . ................. Michigan City, Indiana Edward Francis Daley, Jr. .................... Bridgeport, Connecticut David Antony Drexel. ........................ Southern Pines, North Carolina Charles Thomas Eunick, Jr .................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ........................... Bowling Green, Kentucky Richard MacDonough Frank .................. Louisville, Kentucky John Anthony Franken. . ................. New York, New York Alan Lawrence Gargle ......................... Brooklyn, New York James McCosh Gibson ........................ Grasonville Anton Gysberti Hardy, Jr ..................... Manchester, Vermont Allan Paul Hoffman .......................... Lawrence, New York Zachariah Howard Jaquett ................... Sudlersville Percival Cleveland Keith, Jr. .................. Peapack, New Jersey Wayne Sefton Kerwood ....................... Fairfax, Virginia Jack Konigsberg .................... Brooklyn, New York Clarence Jay Kramer ......................... Muskegon, Michigan Ian Campbell Lea ............................ Lake Bluff, Illinois Robert Thomas Lester ........................ Garrett Park John James Lobell ..................... Baltimore Peter Kirkham MacNaughton ................. Baltimore Robert Irwin Marshall ....................... Chicago, Illinois Reinardo Patrick Louis Moure ................ LaPlata John Miller Patton ........................... Grantsville Arthur Robert Platz. . ....................... Detroit, Michigan Gomer Spieker Rees, Jr ....................... Moorestown, New Jersey James Pedro Salinas. . ............. Baltimore Philip Allen Scott. . ............. Hagerstown Thomas Robert Seward ....................... Chester Lionel Spencer Starer ........................ Utica, New York Eric Albert Teel. ............................ Lansing, Michigan John Calvin Wallace ......................... Chevy Chase David Baer Weinstein. . ............... Brooklyn, New York Terry Hutchison Wells ........................ Evanston, Illinois FIRST YEAR-CLASS OF 1949 (ADMITTED IN JANUARY) Robert John Austin....... . ............... Antwerp, New York Herbert Joseph Baer, Jr ....................... Hamberg, New York Aaron Morris Bisberg ......................... Mt. Vernon, New York Eugene Bokras . . . . . . . . . ............. New York, New York Lynn Joseph Boze ............................ Dallas, Texas Melvin Allen Braunstein. . ............ Pittsburgh, Pennsylvania William Albert Brilliant. ..................... Berkeley, California Daniel Brockhuizen . . . . . . . . . . .......... Saddle River, New Jersey Jonathan Erskine Brooks ...................... Rocky River, Ohio Philip Albert Camponeschi .................... Baltimore Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing . . . . . . . . . . . . . . ............ Wellesley, Massachusetts Rudolph Charles Ellsworth, II ................ Chicago, Illinois Solomon Sidney Fine bl um. . .......... Baltimore Robert Flottemesch .......................... Baltimore �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, DECEMBER 16, 1945 Paul Albert Frasca ............................ Flushing, New York Jay Foster Fudge ............................. New York, New York Peter Van Vechten Hamill .................... Round Bay John Phelan Hayden ......................... Chevy Chase George William John ......................... Milwaukee, Wisconsin Chester Arthur Johnson ...................... Arnold Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Francis L. Key ............................... Carthage, Tennessee William Reynolds Lieb ........................ Rancho Santa Fe, California Gordon Eyman McNamee ..................... Arlington, Virginia Michel Mok, II ............................... New York, New York Edward Hector Mongeau ..................... Fall River, Massachusetts Chester Gilbert Moore, Jr .................... Chicago, Illinois Joseph Parker Morray. . ............... Chicago, Illinois Eugene Francis O'Neill ....................... Yonkers, New York David Burke Rea ............................. Three Rivers, Michigan Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke .......................... Los Angeles, California Bradley Johnson Saunders, Jr .................. Kansas City, Missouri Leon Hyman Socks ........................... Chambersburg, Pennsylvania Guy Oliver Walser, Jr. ...................... Sayville, New York Lawrence Michael Welch ..................... Indianapolis, Indiana William Howard Wilmot ...................... Bethesda Richard Weston Young ....................... Winter Hill, Massachusetts BACHELOR OF ARTS Cum Laude Thomas James Cosgrove ...................... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . . ......... Irwin, Pennsylvania lrwin Robert Tucker ......................... Bayonne, New Jersey HONORS AND PRIZES AWARDED, DECEMBER 16, 1945 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .......................................... Irwin Robert Tucker To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the Will of the late Judge Walter I. ................. Irwin Robert Tucker Dawkins ....... . SUMMARY OF ENROLLMENT Fourth Year Third Year ..... . Second Year ............. . First Year (Admitted in September) ............... . First Year (Admitted in January) .. 6 34 44 41 40 . .... 165 Total in College . DEGREES CONFERRED DECEMBER 10, 1944 BACHELOR OF AR TS Rite Robert Luther Campbell, Jr.. . . . . . . ......... Hagerstown Frank Bush Marshall, Jr....... . . . ... Baltimore Erich Nussbaum ........... . .Annapolis Harry Fletcher Pfeiffer, Jr... . ....... Baltimore Cum Laude Verne Schwab ............................... Greenbelt HONORS AND PRIZES AWARDED, DECEMBER 10, 1944 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors............... . ....... . 91 ... Verne Schwab �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for ............... 36 Academic standing ........... 36ff, 35f Activities . . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics .................. 50, 75ff Clubs ......................... 51£ Dramatics ...................... 51 Music ................... 24, 46f, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements . . . . . . . . . . . . . . . . 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing . . . . . . . . . . . . . 57 Aid, student .................... 6lff Applications Admission . . . . . . . . . . . . . . . . . . . . . -06 Student Aid . . . . . . . . . . . . . . . . . . 61£ Rooms ......................... 53 Scholarships. . . . . . . .. . .. .. . . .. . 62ff Articles, magazine, on St. John's ... 81£ Athletics .................... 50, 75ff Attendance Church ........................ 66 Classes ........................ 36 College exercises . . . . . . . . . . . . . . . 36 Bible class ..................... 51 Board of Visitors and Governors .. 6, 7 Boat Club . . . . . . . . . . . . . . . . . . . . . . 50 Books, list of great. .............. 18ff Chronological . . . . . . . . . . . . . . . . . 40f By years ...................... 42 By subject matters .............. 43 Calendar, College .......... .4, 5, 30ff Campus .......................... 52f Caution Money ............... 53f, 59 Charges, fixed . . . . . . . . . . . . . . . . . . . 59 Charter of College. . . . . . . . . . . . . . . . 66 Of King William's School. ....... 65 Classics, new definition of .... 18ff, 20ff Clubs, College ................... 51£ College Calendar ............ 4, 5, 30ff Collegian ........................ 51 Credits Semester hours ................. 37 For entrance to graduate schools ................... 37f, 71 Transfer of . . . . . . . . . . . . . . . . . . . . 57 Curriculum Elective system . . . . . . . . . . . . . . . . 16£ St. John's 1835 ................. 68 92 St. John's 1868 ................. 69 St. John's 1886-1923, block elective 70 St. John's 1923-37, open elective .. 70 Degree Requirements ........ 36f, 7lff Dining Hall . . . . . . . . . . . . . . . . . . . . . 54 Discipline .................... 36, 53 "Don Rags" .................. 31£, 35 Dramatics. . .. .. . .. . .. . .. . . . .. . . .. 51 Elective Program ............. 16f, 70 Engineering Scholarships at Johns Hopkins ..................... 64 English, admission requirements. . 55£ Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ...................... 90 Entrance Examinations . . . . . . . . . . 56f Essays ........................... 32 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . 56f Oral ...................... 31£, 71£ Written ................... 32, 71£ Annual ........................ 32 State Scholarship . . . . . . . . . . . . . . 62 Excuses, for absence ............... 36 Expenses ....................... 58ff Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . 9ff Author teachers ............. 18, 33 Tutors......... . ............. 9ff Fellows........................ 9 Research . . . . . . . . . . . . . . . . . . . . . 32ff Re-education of . . . . . . . . . . . . . . . 35 Appointments . . . . . . . . . . . . . . . . . . 35 Fees College finances . . . . . . . . . . . . . . . 58 Examination . . . . . . . . . . . . . . . . . . . 58 Annual. ....................... 58£ Tuition . . . . . . . . . . . . . . . . . . . . . . . 58f Residence . . . . . . . . . . . . . . . . . . . . . 58f Payments . . . . . . . . . . . . . . . . . . . . . . 59 Deferred payment . . . . . . . . . . . . . 60 Caution money ............. 53f, 59 With financial aid ... • .......... 61£ Foreign Language Admission requirements ...... 2, 55f See Greek, Latin, French, German French ................... 25f, 44, 55f Freshmen, list of .......... " . . . . . 88ff German .................. 25f, 44, 55f G.I. Bill of Rights .............. 57, 60 Grades ......................... 31£ Graduate Schools, preparation for ........................ 37ff Greek ................... 25f, 44, 55f History Of College . . . . . . . . . . . . . . . . . . . 65ff Chronological order of classics 22, 40f In St. John's Program ........ 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of ................ 84f, 87 King William's School. . . . . . . . . . . 65f Laboratory . . . . . . . . . . . . . . . . . . . . . . 30 Exercises. . . . . . . . . . . . . . . . . . . . . . 46ff Total Hours . . . . . . . . . . . . . . . . . . 45 Subject Matter . . . . . . . . . . . . . . . . 45f Language, reasons for instruction in. 25f Requirements ........... 37, 44, 71ff Tutorials .................. 25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature ......................... 42f Latin ..................... 25f, 44, 55f Latin Club ...................... 51 Law School Preparation .......... 38ff Lectures, formal ................. 28f Liberal Arts and Sciences .. 14ff, l 7f, 21 List of Great Books, Classics. . . . 40ff List of Laboratory Exercises. . . . . . 46ff List of Lectures . . . . . . . . . . . . . . . . . 29 List of Students . . . . . . . . . . . . . . . . 84ff Literature, Language and ........ 42£ Location of College. . . . . . . . . . . . . . . 52 Marine Biology .................. 64 Marks .......................... 35f Mathematics, reasons for instruction in .......................... 26f Admission requirements . . . . . . . 55f Requirements .............. 37, 71£ Tutorials . . . . . . . . . . . . . . . . . . . . . 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club ........................... 51 Medical Schools, preparation. . . . . . 39 Music ..................... 24, 46f, 50 Concerts . .. .. .. .. .. .. .. .. .. . .. 50 Natural Science .............. .43, 45f Occupancy of Dormitory Rooms. . 52f 8 Officers of Administration. . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . . . . . . . . . 43 Preparation For admission . . . . . . . . . . . . . . . . 55f 93 For graduate schools ........ 37f, 71f For life . . . . . . . . . . . . . . . . . . . . . . l 4ff President Former .................... 13, 67ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . . 13 Probation . . . . . . . . . . . . . . . . . . . . . . . 36 Procedure for Admission. . . . . . . . . 56f Promotion . . . . . . . . . . . . . . . . . . 36, 71£ Reading Parties . . . . . . . . . . . . . . . . . 32 Registration ............... .4, 5, 56f Regulations Admission. .. .. . . .. . . . .. . . . . . . . 55f Academic Standing . . . . . . . . . . . 35ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree Requirements ...... 36f, 7lff Residence. .. . . . . . . . . . .. . . . . . . . 52ff Religion Non-denominational ........... 65£ Reports ........................ 31£ Requirements Admission . . . . . . . . . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree ................... 36f, 7lff Graduation ................ 36, 7lff Languages, for degree ... 37f, 44, 71f Languages, for admission ....... 55f Mathematics, for degree. 37f, 44£, 7lf Mathematics, for admission. . . . . . 55 Familiarity with Great Books ... 7lf Residence. . . . . . . . . . . . . . . . . . . . . 52ff Research. . . . . . . . . . . . . . . . . . . . . . . . . 35 Residence. . . . . .. . .. . . . . . . . . . . . . . 52ff Rooms .......................... 52ff For new students. . . . . . . . . . . . . . . 53 For old students. . . . . . . . . . . . . . . . 53 Furnishing . . . . . . . . . . . . . . . . . . . . 52f Occupancy. . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 54, 59 Schedules Weekly ....................... 30£ Student, typical . . . . . . . . . . . . . . . . 32 Term ................... .4, 5, 31£ Years .................... .4, 5, 31£ Payment of fees. . . . . . . . . . . . . . . . 59 Scholarships. . . . . . . . . . . . . . . . . . . . . 6lff College ....................... 61£ State ........................... 62 Patriotic Societies . . . . . . . . . . . . . 63f Athletic. . . . . . . . . . . . . . . . . . . . . . . . 77 At other institutions. . . . . . . . . . . . 64 Science In modern world. . . . . . . . . . . . . . 21£ In St. John's Program ... 21£, 30, 45ff �~- 94 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. . 2lf, 30, 45ff, 7lff Liberal 2lf Classics in science ......... . .42f Semester-Hour Credits Equivalent 37 Seminars ........... 24, 27f, 72 Seniors, list of. .84, 87 Social Sciences .......... 22, 43 Sophomores, list of. . . .......... 86ff Staff, administration 8 Faculty ............. . 9ff Medical. . ................ . 54 Standing, academic 35£ Student Activities 49ff Athletics 50 Elective ....... . 49ff 50 Music Clubs 51£ 51 Publications. Dramatics. 51 Student Aid 6lff Students List of 84ff Theological Schools, preparation. 38 Transfer of credits . . ... 39, 57 Tuition Fee . . . . ........... 58£ Tutorials . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . 25£ Vacations ........... 4, 5, 30ff Veterans' Educational Benefits .. 57, 60 51 Year Book � ST. JOHN'S COLLEGE IN ANNAPOLIS �'S COLLEGE IN ANNAPOLIS 2soth nntversary OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1945-1946 ANNAPOLIS, MARYLAND MAY, 1946 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �TABLE OF CONTENTS PAGE 4 COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS . . . . . . . . . . . . . . . . . . . . 6 OFFICERS OF ADMINISTRJ-\TION .. 8 FACULTY . . . . 9 THE ST. JOHN'S PROGRAM This catalogue contains the full official statement of the curriculum of St. John's College. In the following pages the curriculum is described as: L A four-year, all-required course contain- ing no electives and leading to the degree of Bachelor of Arts; 2. Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. SL John's College has no graduate or professional schools. On College Catalogues ......................... . Why a College Education Should be Liberal ..... . The Crisis in Liberal Education. . . ............. . The Liberal Arts. . . . . . . . . . . . . ............... . The Classics as Teachers. Science ~nd the Modern World. The Curriculum ......... . The Tutorials The Language Tutorial . The Mathematics Tutorial ................. . The Seminar The Formal Lecture . . . . . ............ . The Laboratory . . ..... . The Schedule . . . . . . ....... . The Faculty . . . . . . . . . . ................ . . ................... . Academic Standing . . . The Degree of Bachelor of Arts . . .......... . A List of Great Books . In Chronological Order . By Years By Subject Matter .. Instructional Charts .. Laboratory Exercises 14 14 16 17 18 21 22 24 25 26 27 28 30 30 32 35 36 40 40 42 43 44 46 REGISTER OF STUDENTS . . . . . . . . 49 55 58 61 65 71 75 78 81 84 INDEX 92 RESIDENCE AND ACTIVITIES . . . . . . . . How TO APPLY FOR ADMISSION .. FEES . . . . . . . . . . . ...... . FINANCIAL Am ... APPENDIX A, HISTORY OF THE COLLEGE. APPENDIX B, THE DEGREE OF BACHELOR OF ARTS ... . APPENDIX APPENDIX C, D. INTERCOLLEGIATE ATHLETICS . . . . . . . . . . . THE COLLEGE AND THE NAVY ... . BrnuoGRAPHY OF ARTICLES ON ST. JoHN's PROGRAM. 3 �COLLEGE CALENDAR 1946-4 7 COLLEGE CALENDAR 1945-46 Registration ............................... September 18 Annual Examinations First Term begins ........................... September 19 Registration ........ September 21 Convocation . Convocation ...... September 22 . ............................ September 23 First Term ends 12 noon ...................... December 19 Second Term begins 9 A.M ....................... January 9 Second Term ends 12 noon ....................... March 27 ........ September 19-21 First Term begins .. . .. September 23 First Term ends 12 noon . . ...... December 20 Second Term begins 9 A.M .. . .. January 6 Third Term begins 9 A.M ......................... April 10 Second Term ends 12 noon ... . ..... March 21 Third Term begins 9 A.M .... . ........ April 7 Third Term ends 12 noon ......................... June 14 Class Day .. . ............ June 15 Third Term ends 12 noon . Baccalaureate Sermon and Commencement Exercises ........................ *June 16 June 6 Baccalaureate Sermon ....... . June 8 "Class of 1946 graduated December 1945 Commencement . • e CALENDAR FOR 1946 @ JANUARY S M T W T f s ••.• 1 2 3 4 5 6 7 8 9 101112 13141516171819 20 212223 24 25 26 27211293031 •••• APRIL JULY OCTOBER S Mi W T f s S MT WT F s S M T W y F s •• 1 2 3 4 5 6 •• 1 2 3 4 5 6 •••• 1 2 3 4 5 1 g 9 10 1112 13 7 8 9 10111213 6 7 8 9 101112 1415 16 17 1819 20 141516171819 20 13141516171319 21 22 23 24 25 26 27 21 22 23 24 25 26 27 20 21 22 23 24 25 26 213 29 30 •••••••• 28293031 •••••• 21' 28 29 30 31 •••• • oo o • • o e • • o • o ~ • i'EBRUARY ~ •• •• oo oo •• .. ............ eo ~ MAY •••••••• AUGUST 00 •••• NOVEMBER •••••• "' •. 1 2 3 4 5 6 1 8 9 10111213141516 171819 20 212223 2425262728 .... •••••• 1 2 3 4 5 6 1 8 9 1011 1213 '1415161718 19 20 21 22 23 24 25 262728293031 .• ........ 1 2 3 4 5 6 7 8 9 10 1112 13 14151611 18192021222324 25 2§ 27 28 29 30 31 •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH JUNE SEPTEMBER DE CE MEER .••••••••• 1 2 3 4 5 6 7 8 9 •••••••••••• 1 1 2 3 4 5 6 7 8 9 1011121314 2 3 4 5 6 1 8 101~ ~21314-1516 910H121316!15 15- 1G 171819 20 21 17181920212223 16171819202122 22 23 24 25 26 27 211 24 25 26 27 28 29 30 23 24 25 26 27 28 29 2930 . . . . . . . . . . 31 •••.•.•••••• 30 . . . . . . . . . . . . ,.~,.~,.&•,.G~9ae~ 4 15161718192021 22 23 24 25 26 21 Z!l 29 3031 •••••••• o o • ~ o " ~ • ,. ~ ,. o CtU.ENDAR JANUARY S MT W1 f s •••••• 1 2 3 4 5 6 7 8 91011 ·12 131415161718 19202122232425 26 27 28 29 30 31 ' . SM1 WT f s ••.• 1 2 3 4 5 s 1 8910"!112 131415 16 17 1819 20 21 22 23 24 25 26 27282930 •••.•. FEBRUARY e ,. IF 0 R 1947 JULY MAY APRIL ~ OCTOBER S MT Wi f S MT W T f s s .... 1 2 3 4 5 . . . . . . 1 2 3 4 6 7 8 9 10 11 12 S iS 1 8 9 1011 13141516171819 20 21 22 23 24 25 26 27 28 29 30 31 • . . • 26 21 2s1'29 30 31 •• ~~ ~~ ~111~~ ~g n~~ NOVEMBER AUGUST •••••••••••• 1 .••••••• 1 2 3 •••••••••• 1 2 •••••••••••• 1 2 3 4 5 6 7 8 4 5 6 7 8 9 10 3 4 5 6 1 8 9 2 3 4 5 6 7 8 9 10 1112131415 11121314151617 10111213141516 9 101112131415 16171819202122 18 19 20 21 22 23 24 17181920212223 1617 18 19 20 21 22 23 24 25 26 27 28 •• 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 .••••••••••• 30 •••••••••••• " • <> <> • ........... .. MARCH 1 2 3 4 5 6 7 8 9 1011121314 . ... June 9 •••••..••••• 1 ~ 0 0 0 0 G <O <I ~ .. JUNE 1 2 3 4 5 6 7 8 9 1011121314 9 10 11 12 131415 15161718192021 16171819202122 22 23 24 25 26 27 28 23 24 25 26 21 28 29 2930 •••••••••• 3031 .•••...•.. "" 2 3 4 5 6 7 8 ............ 5 SEPTEMBER •• 1 2 3 4 5 6 1 8 9 1011 1213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• • ••••••••••• 0 ~ DECEMBER •• 1 2 3 4 5 6 1 8 9 10 11 12 13 14151617 18 19 ::m 21 22 23 24 25 26 27 28293031 •••••• o o • o " ~ o " o o • • ~ e �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. President Ex Officio, His Excellency, HERBERT R. O'CoNOR, Governor of Maryland, Annapolis, Md. PAUL L. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, Vice-President, Fidelity Trust Co., Baltimore, Maryland. JAMES J. LINDSAY, President of the Senate, Towson, Md. JOHNS. Wmrn, Speaker of the House of Delegates, Brentwood, Md. JUDGES OF THE COURT OF APPEALS OGLE MARBURY, Chief Judge. . . . . . . . . . . . Laurel, EDw ARD S. DELAPLAINE, Associate Judge. . .. Frederick, STEPHEN R. COLLINS, Associate Judge. . Chestertown, C. Gus GRAsoN, Associate Judge. . .. Towson, WILLIAM L. HENDERSON, Associate Judge ..... Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. RoBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 1830 24th St., N. W., Washington, D. C. ScoTT BUCHANAN, Dean, St. John's College, Annapolis, Mary- land. HERVEY ALLEN, Author, "Bonfield," Oxford, Talbot County, Maryland. J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. DR. WILLIAM ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, Annapolis, Maryland. MARK VAN DOREN, Professor, Columbia University; Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, Tutor, St. John's College, Annapolis, Maryland. 6 7 Md. Md. Md. Md. Md. Md. �FACULTY* FELLOW AND PRESIDENT OFFICERS OF ADMINISTRATION PRESIDENT STRINGFELLOW BARR, B. A., M. A.... .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph. D.. . . . .... 11 McDowell Hall STRINGFELLOW BARR .... . . 139 Market Street B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dipl6me, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. Fellow and President of St. John's College, July I, 1937-; Board of Visitors and Governors, 1937-. ASSISTANT TO PRESIDENT CHARLES A. NELSON . . . 14 McDowell Hall FELLOW AND DEAN ASSIST ANT DEAN WILLIAM KYLE SMITH, B. S., Th. B ....... 14 McDowell Hall TREASURER ..... 13 McDowell Hall KENT CAMPELL, B. A .. REGISTRAR . 11 McDowell Hall MIRIAM STRANGE, B. A .. LIBRARIAN TUTORS DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. . McDowell Annex COLLEGE PHYSICIAN OLIVER PURVIS, M. A., M. D.. . . . . . ........ Infirmary DIETITIAN MARIAN E. ALEXANDER, B. S. . . . . . . . . ..... Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph. D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Fellow and Dean of St. John's College, July l, 1937-; Board of Visitors and Governors, 1937-. .. Woodward Hall WILLIAM ALBERT DARKEY, B. A .... J. ScoTT BucHANAN ................... 248 King George Street . ....... Brice House GEORGE ALTHOFF BINGLEY. B. A., 1910, M. A., 1916, Princeton University. InsLructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. B. A. ............. Iglehart Hall . .. 243 King George Street FORD KEELER BROWN . SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT. . . . ............... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P. A.. . . . New Haven, Connecticut B. A., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-39. Tutor, St. John's College, 1939-42; United States Naval Reserve, 1942-45; Tutor and Director of Adult Education, St. John's College, 1945-. *Cf. pg. 32. 9 8 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE IO RICHARD SCOFIELD 0 0 . 58 State Circle 0 B. A., 1919, M. A., 1920, University of California; R A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. k, Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-M; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. B. A., 1926, University of Virginia; M. A., 1928, Ph. D., 1940, Harvard University. Instructor in Greek, University of Virginia, 1928-29. Fellow, American Academy, Rome, 1932-34. Instructor, Department of Classics, Graduate School, Fordham University, 1934-35. Instructor in Classics and Tutor in the Division of Ancient Languages, Harvard University, 1937-39. Assistant Professor, Department of Classics, Graduate School, Fordham University, 1939-41. Tutor, St. John's College, 1941-42. Army of the United States, 1942-45. Tutor, St. John's College, 1945-. JOSEPH WINFREE SMITH UniversHy of Michigan, 1932. Assistant in Law School, University of 1934-36. Research Assistant in Division of Humanities, University of 1936-37. Fellow in Institute of Medieval Studies, University of Toronto, Tutor, St. John's College, 1938-. (Leave of absence, 1945-46 session) .. 176 Prince George Street 0 B. A., 193c1, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-. ERNEST ABRAHAMSON ..... St. John's College WILLIAM GORMAN . Brice House 0 Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence 1935-37; Assistant d'Allemand, :Ecole Normale, Chalonssur-Marne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University. 1939-41; Tutor, St. John's College, 1942. WILLIAM ALBERT DARKEY, JR. JACOB KLEIN 0 ............. 217 Hanover Street Friedrichs Realgymnasium, Berlin, 1917; Ph. D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-. EDWARD FLINT LATHROP, JR. 0 0 0 0 0 .... Pinkney House B. A., St. John's College, 1938. Assistant Coach in Football and Lacrosse, St. John's College, 1937-39. Tutor, St. John's College, 1938-41. Director of Athletics, St. John's College, 1939-41. United States Naval Reserve, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. RAYMOND NEIKIRK WILBURN. . Brice House B. S., 1935; M. A., 1938, University of Virginia. Lecturer in Philosophy, Columbia University, 1937-38. Tutor and Assistant Dean, St. John's College, 1938-43. United States Naval Reserve, 1943-46. Tutor, St. John's College, 1946-. KENT CAMPBELL. ... St. Margaret's BERNARD MANN PEEBLES . . 18 Cheston Avenue ]oHN SPANGLER KIEFFER. Bo A., Chicago, Chicago, 1937-38. ll w ILLIAM KYLE SMITH . 0 . Carroll House . . Reverdy Johnson House B. S., University of Virginia, 1921; Th. B., Princeton Theological Seminary, 1924. Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-, ANTHONY STANDEN 0 0 0 . St. John's College 0 B. A. (First Class Honors), Oxford University, 1928; M. S., Massachusetts Institute of Technology, 1930; M. S., University of New Hampshire, 1942. Research Chemist with Imperial Chemical Industries, Ltd., 1930-39; Tutor, St. John's College, 1942-. (Leave of absence from November, 1945) LEONARD ]AMES ESLICK 0 .... Brice House B. A., University of Chicago, 1934; M. A., Tulane University, 1936; Ph. D., University of Virginia, 1939. Du Pont Fellow in Philosophy, University of Virginia, 1936-39; Instructor in Philosophy, Drake University, 1939-42; Tutor, St. John's College, 1943-. . 9 St. John's Street 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of :Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. United States Naval Reserve, 1942-46. Tutor and Treasurer, St. John's College, 1946-. 0 B. A., St. John's College, 1942. Tutor, St. John's College, 1942-; Librarian, 1944-. WILLIAM IRVING HARPER. . ............ Carroll House B. A., Ohio State University, 1931; M. A., Columbia University, 1934. Instructor in Chemistry, McGill University, 1932-33; Instructor in Chemistry, University of Buffalo, 1935-37; Fellow, Claire College, Cambridge University, 1938-39; Tutor, St. John's College, 1943-. �12 CATALOGUE OF ST. JOHN'S COLLEGE 13 CATALOGUE OF ST. JOHN'S COLLEGE . 58 SIMON KAPLAN. State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; Ph. D., University of Jena, 1924-27. Teaching Member of the Free Philosophical Association, Leningrad, 1921-22; Fellow of the Hermann Cohen :Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943-. . . . . Brice House RALPH HARPER .. B. A., Harvard University, 1937; Special Student, Oxford University, 1937-40. British Council, Athens, 1940-41; American Red Cross, Washington, D. C., !942-43; Tutor, St. John's College, 1943-. NORIVIAN ATWOOD GARIS . . . . .. 176 Prince George Street B. A., St. John's College, 1941; Student Assistant, St. John's College, 1941-44; Tutor, St. John's College, 1944-. ARTHUR HYMAN . . . . . . . . . College Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 19}6, University of California, 1933, University of Hawaii, 1937. Instructor of Philosophy, 1897-99, Assistant Professor, 1899-1903, Associate Professor, 1903-06, Professor of Logic and Metaphysics, 1906-12, Dean, 1901-12, Brown University; President, Amherst College, 1912-24; Professor of Philosophy and Chairman, Experimental College, University of Wisconsin, 1926-38, Professor Emeritus since 1938; Chairman, School for Social Studies, San Francisco, 1933-36; Lecturer, St. John's College, 1940-, Board of Visitors and Governors, 1943-. MARK VAN DOREN . . . . . . . . 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University, 1920; Lint. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia University. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 1935-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. PRESIDENT EMERITUS . . . Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. . . . . Carroll House JACK LANDAU. John's . ... Carroll House B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PETER CHRISTIAN WOLFF*. .. St. ALEXANDER MEIKLEJOHN . ENOCH BARTON GAREY ... . .. Towson, Maryland B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. B. A., St. John's College, 1944; Tutor, St. John's College, 1944-. PROFESSOR EMERITUS OF HISTORY DONALD KAINER MARSHALL .. . Brice House Ph. D., University of Chicago, 1939. Research Assistant in Division of Humanities, University of Chicago, 1936-39. Instructor in Philosophy, Chicago Teachers College, 19•10-43. Chairman of Humanities Department, Chicago City Junior College, 1943-45. Tutor, St. John's College, 1945-. LUKE HARVEY PoE, JR .. . ... Annapolis, Maryland B. A., Union College, 1885; M.A., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32; Board of Visitors and Governors, 1938-. . St. John's College B. S. in Mathematics, University of Virginia, 1938. L. L. B., University of Virginia, 1941. United States Naval Reserve, 1942-46. Tutor, St. John's College, 1946-. (Leave of absence from April, 1946) LECTURERS MORTIMER ADLER . . . . . . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professox of the Philosophy of Law, 1930-41 Professor~ 1941-~ University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. 9 *Resigned March 31, 1946. CLARENCE WILSON STRYKER. . . . . . . PROFESSOR EMERITUS OF FRENCH JACOB BERNARD SEGALL . . . . . . . . Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Rumania, 1884; Ph. D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professo:r of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-39. �CATALOGUE OF ST. JOHN'S COLLEGE THE ST. JOHN'S PROGRAM ON COLLEGE CATALOGUES It seems wise to begin with an observation on college catalogues in general and a bit of advice to the reader of this catalogue in particular. When liberal colleges were started in this country everybody knew that education at the college level should be liberal. It was generally admitted that every free -citizen should be able to read, write, and reckon, and that every professional man should have a mind free enough and disciplined enough to recognize his professional ends and to understand the means which must be used to achieve them. Academies and liberal colleges were established to assure intellectual freedom and discipline to the professions and their respective schools. It was therefore necessary merely to use a few familiar phrases to identify and describe an institution that was teaching the "liberal arts and sciences." The multiplication of such institutions, the increase in number of students, and the confusion of professional and trade schools have robbed the familiar phrases of their meanings. To a far greater degree than we realize, the liberal arts and sciences have themselves disappeared and what remains of them has been confused in the minds of administrators and teachers as well as in the minds of the people, all of whom now need the education that the liberal college should provide. It would be convenient and truthful to describe the New Program at St. John's College as the re-establishment* of the original college with its original function of intellectual freedom and discipline, but unfortunately that needs explanation at some length. Let this be an apology to the reader and a warning that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liberal education as well as to describe St. John's College in Annapolis. WHY A COLLEGE EDUCATION SHOULD BE LIBERAL The College Charter says in effect that the wisest and best regulated States have promoted and encouraged institutions for the liberal education of youth in the principles of virtue, " Cf. Appendix A. 14 15 knowledge, and useful literature because such institutions are of the highest benefit to society. In an aristocratic society d1is statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly clear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between ·propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which fulfills this basic common necessity is of the "highest benefit" to democratic soeiety. A good economic, social, and political life will maintain these instruments of liberty, but one of its chief concerns will be to pass on to youth the germinal insights and habits the cultivation of which will make them free. These insights and habits are available in the traditional liberal arts, and they can be transmitted and communicated if teachers have them and are �1 16 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on the best materials. Institutions should be set up and maintained which shall devote themselves to this end in a single-minded fashion, and they should distinguish themselves from the schools of vocational training which minister directly to the special utilities. The liberal colleges, together with the public schools, are the spiritual strongholds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later c,nly at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. CATALOGUE OF ST. JOHN'S COLLEGE 17 This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can ?e made. We choose to restore the liberal arts, not necessarily the old curriculum, but a modem equivalent. That is what St. John's College decided to do in 1937. Its financial condition drew attention to its educational bankruptcy; the authorities decided to reinvest the liberal arts. :an THE LIBERAL ARTS The front cover of this catalogue carries the official seal of the College. The Latin proverb on it says, No Way is Impassable to Courage. The College has courageously undertaken the larger task which the elective system failed to accomplish, namely to see that the liberal arts assimilate, transform, and pass on the modern subject matter on which they should be at work. The seal on the back cover of the catalogue points to the tradition from which we derive our courage. The Latin inscription says that we are making free men out of children by means of books and balances. The figures on the seal represent the seven liberal arts as they were traditionally conceived for about two thousand years, up to the beginning of the nineteenth century. In ancient style they are grammar, rhetoric, dialectic, which form the trivium; and arithmetic, geometry, music, and astronomy, making the quadrivium. In the center and foreground stands a pair of chemical balances which represents the instruments of the modern scientific laboratory, where the liberal arts are being practiced at their best and fullest in the modern world. A great deal is said these days about the teaching of methods, but the professional and specialist's bias has left its mark here as elsewhere. It is obvious to any teacher that there are different methods for different subject matters, but where experts and specialists disagree then free men must decide. Free minds must be able to view concrete situations, deliberate by formulating clear dilemmas, and arrive at a deciding choice. This involves a combination and organizing of all methods, and education should provide a training which would bring precision, facility, and independence in this most human of all human actions. The formulation of alternatives for such choice is the highest art of freedom toward which all the liberal arts should be ordered. Considerations of various kinds of truth and falsity �18 CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions involving the use of symbols in imagination as well as reasoning must be made. Memory, manual dexterity, calculation and measurement must be cultivated as arts, if we are to make minds free. The child is potentially a free man, and this means that he has the capacities which these arts require. The realization of these capacities comes about by their exercise under controlled conditions in which ordinary learning by trial and error becomes discipline under the guidance of teachers. By children then we mean men who are capable of liberal learning. THE CLASSICS AS TEACHERS Although we have no new fads in teaching methods, but rather use all available methods and devices, still we have a special interpretation of the teacher's function. This can best be stated by saying that the real original and ultimate teachers at St. John's are the authors of some hundred of the greatest books of European and American thought. The list of the great books and their authors who are now teaching at St. John's, subject to continual revision and criticism, will be found on page 40. These are the real teachers, but we also have a secondary faculty of tutors and fellows who act as auxiliary intermediaries between the books and the students. These books were chosen over a period of nearly twenty years by auxiliary teachers in various places, notably Columbia University, the University of Chicago, the University of Virginia, and St. John's College. The list was under criticism and testing by teaching and learning experience during that period, and the process has continued under conditions set by the single all-required curriculum which all students at St. John's take. This experience of co-operative teaching with the authors of the great books has led us to a new understanding of the classics and classical education. ThG pre-elective liberal arts colleges understood and defined the classics in terms of the symbolic mediums of transmission and communication; they taught Greek, Latin, and mathematics as an extension of primary education in reading, writing, and arithmetic. We are also emphasizing language and mathematics for reasons that will appear on later pages. On the other hand we are reading the classics in English. As we do that, certain criteria CATALOGUE OF ST. JOHN'S COLLEGE 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteTia divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. The first criterion is that a classic must be a masterpiece in the liberal arts. Its author must be a master of the liberal arts of his time, and his work must exemplify the direction of those arts of thought and imagination to their proper ends, the understanding and exposition of the truth as he sees it. The second criterion follows from the first, namely that a classical book must be a work of fine art. It must have that clarity and beauty on its surface which provides an immediate intelligibility and leads the mind of the reader to its interior depths of illumination and understanding. This is of first importance in teaching, and its principle is almost universally violated in the textbooks that have developed in the ordinary elective system. The great books were written for the ordinary intelligent public, and they therefore have the seductive charm of works in the fine arts. They are intrinsically interesting and impose their disciplines with pleasure. The third criterion concerns the internal structure of a classic. A great book has many possible interpretations. This does not mean that it is simply ambiguous and thus leads to confusion. On the contrary it is possible to discover in a great work such as Dante's Divine Comedy or Newton's Principia several distinct, complete, and independent meanings, each allowing the others to stand by its side and each supporting and complementing the others. It is the business of a liberal artist to construct such works and also to analyze and understand them. The fourth criterion demands that a great book shall raise the persistent and humanly unanswerable questions about the great themes in human experience. On the one hand this means that a great book shall be honest about the limits of its powers of exposition, admitting the paradoxes and mysteries that surround the practice of the liberal arts. On the other hand it means that a liberal artist should not allow a false modesty or scepticism to excuse him from pushing reason and imagination to ultimate questions. The entertainment and exploration of ultimate questions concerning number and measurement, form �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF STc JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books of poetry, to books on practical individual and social problems as much as to books on metaphysics and theology. The extrinsic criteria concern the relations of the books to each other and their teaching powers in relation to students and readers. It is generally true that these books have had the greatest numbers of readers throughout European history. Plato, Euclid, the Bible, and Shakespeare are all European bestsellers; there are a few exceptions but it would be almost safe to take this criterion as a working rule for the selection of books for any list of classics, particularly if the numbers were estimated in proportion to the time the book has endured. Although each book must tell its own independent story, it is an important fact, which we regularly exploit, that one great book talks about the others, both those that came before, and, by anticipation of doctrine, those that come after. Each book in a list of classics is introduced, supported, and criticized by all the other books in the list. It thus gains pedagogical power and critical Gorrection from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity and Magnetism as gracefully submit themselves to the learning processes of the student of the liberal arts who has read Euclid, Apollonius, and Ptolemy as Kant's Critique of Pure Reason and Dante's Divine Comedy do for one who has read Plato and Aristotle. It is this unguessed but abundantly confirmed collaborative teaching by the masters of the liberal arts that makes it possible and imperative to bring back to each modern youth his lost heritage of classical education. The fact is that such a collection of the great books has in it the shining thread of the great liberal tradition in the Western World. It is this thread that the elective system has lost, and the lack of which we are feeling in the uncertainties and fears of contemporary daily life. Its loss has made it necessary to construct synthetic cultures, and it is its ghost that frightens decadent liberals who would have us get along without traditions. They would have us as persons detach ourselves from the tradition without knowing what it is or has been. Like current textbooks which similarly detach themselves from tradition we would be saluting the tradition in our spiritual · deaths. 21 SCIENCE AND THE MODERN WORLD The tradition moves on into the modern world, and it is transformino- itself in most lively and important ways. This is happening i~ two ways primarily, one in mathematics, ano:her in the laboratory. St. John's College has more reqmred mathematics than any other liberal college in the country; it also has more required laboratory work than any other liberal college in the country. Together mathematics a~d natural science constitute more than one-half of the reqmred work. Three hundred years ago algebra and the arts of analytic mathematics were introduced into European thought by Rene Descartes. This is perhaps the greatest intellectual revolu~ion in recorded history, paralleling the other great revolutions in religion, morals, politics, and industry. No liberal, and t~ere­ fore no citizen of a democratic country, can afford to be ignorant of this change and its issues. It has redefined and tr~n~­ formed our whole natural and cultural world. Although it is not the only focal point around which the St. John's curriculum may be organized, it is one which we take special . care to emphasize. There is scarcely an item in the course which ~o~s not bear upon it. The last two years of the course exh1~1t completely the changes in the liberal arts that flow from it, and these could not be appreciated without the first two years which cover the historical period from the Greeks to Descartes. Descartes, by using and reinterpreting the knowledge of. the Greeks, made modern mathematics and the laboratory possible, so that now if we would follow the classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. . For this purpose we have set up a f~ur-year lab~ratory m mathematics and the natural sciences with four main themes woven toaether to catch the understandings .and insights that b . we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement which involves the analytical study of the instruments of observation and measurement, the chemical balances, the meter stick, the thermometer, the barometer, the miscroscope, telescope, spectrometer, and interferometer, the use of scales, gauges, and graphic methods of recording observation. There is the study of concrete materials and situations in biology and medicine which demand the combination of scientific findings, both in theory and in fact; and this in turn demands practice in crucial experiments in the history of science. All this is backed by a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual background for the modern study of humanistic and social science. Without this it is empty and romantic. "\Vith it one may hope for a generation of competent economists, political scientists, and even sociologists. Social studies at present do not provide an intelligible set of organizing principles; until they do we shall aim the mathematical and scientific work at the point where the medical and humanistic traditions cross; they agree that the. proper study of mankind is man. THE CURRICULUM The proper subject matter for the study of the liberal arts is man and the world, with all that these imply; the medium we have chosen to convey this knowledge and appreciation is the classical books arranged in both a chronological and pedagogical order; the methods of learning and teaching are the liberal arts; the end of the teaching and learning is insight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the scheduled arrangements for doing this in four thirty-week sessions of the college course, Such arrangements call for two kinds of distribution of the materials and methods of instruction, one according to allotted times and the other according to teaching functions. On pages 40 to 43 the reader will find three listings of the books. The first ~hmvs the chronological order for books and authors, beginning with Homer and ending with Russell, Freud, and James. This represents the required readings for the four years and implies further readings in secondary books as well CATALOGUE OF ST. JOHN'S COLLEGE 23 as teaching in methods of reading and writing. The second list shows the division of books into four groups according to the four sessions of the college course. This list also divides the books into three columns according to the classification of the primary symbolic medium in which they are presented, languages and literature, mathematics and science, and those books fewer in number which deal explicitly with the liberal arts and sciences. The third list shows how these books distribute themselves over the conventional array of subject matters as they are studied in the contemporary colleges which follow the elective system. This third list is presented for those who wish to compare and contrast the St. John's program with the ordinary college; they should be warned to assure themselves of a real comparison by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagnms for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. The division into four years has an interesting significance, Something over two thousand years of intellectual history is covered in the first two years; about three hundred years of history is studied in an equal or slightly greater number of books in the last two years. The first year is devoted mostly to the Greeks and their special understanding of the liberal arts; the second year contains books most of which were originally written in Latin, and covers the Roman and medieval periods; the third year has books originally written in Romance languages for the most part although English has a large share; the fourth year introduces German works and concentrates on the nineteenth and the twentieth centuries. This four-year schedule was not made because of any underlying theory �24 CATALOGUE OF ST. JOHN'S COLLEGE about recapitulations of history, but it happens to -catch any genuine values that such a theory may point out in practice. There are certain critical questions raised by the use of a selected book list. A great many of these questions turn out to be questions of private taste and sentiment. Among the objective questions the most urgent concern the omission of the Oriental classics and the classics of the pure fine arts. Two reasons may be given for omitting the Oriental classics. They are culturally and linguistically unavailable to us of the Occidental world; they are therefore subject to almost inevitable corruption and misuse as educational mediums. We moderns may be able to exploit them when our own intellectual disciplines have been recovered. The fine arts contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts. We are therefore providing for them outside the curriculum and planning to reassimilate them by stages, first by including music in the curriculum, reading musical scores in the seminars, and studying harmony in the laboratory. We hope that by this and other stages to follow, intellectual light will be transmitted to the fine arts and that they may make their reflected light available to all the classics. The main emphasis in teaching is on the writing, reading, and experimental disciplines, but the actual teaching falls into five sharply distinguished kinds of teaching techniques. None of these is newly discovered or invented, but some of them have been in disrepute for fairly long periods. We call them severally Seminar, Fotmal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this CATALOGUE OF ST. JOHN'S COLLEGE 25 is even more important for good teaching: the good teacher knows that he must be in the learning process himself and he must also know his pupil. The tutorial class, which is composed of not more than ten students meeting five times a week, provides the ideal conditions for collaborative study and for the manifold teaching and learning relations that hold in a company of good friends. The tutor makes daily diagnostic observations of each student as he works and gives the proper prescriptive directions as they are needed. There is also an opportunity for each student to contribute his measure of instruction to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and disciplining of the imagination. Foreign languages have often been praised for their mental discipline, but the vagueness of the statement mirrors the decay of a pedagogical technique. The imagination is the place where the intellect touches human experience, but it cannot do its work if the imagination is not prepared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfortunately American habits with the mother tongue are for various reasons abnormal and we have babbling minds as a consequence. Special attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always known the powerful effects of foreign language in getting this kind of attention. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, Frenth and German. It is obvious that we do not expect to have these languages mastered in the time allotted, even though it is five hours a week. For each year the schedule is as follows. During the first term paradigms of declensions and conjugations, and passages of good prose and poetry from the books are committed to memory by rote. During the period of elective and progressive education, rote memory has been abhorred because it has its dangers. In our system these dangers are avoided by devices that force memory to carry its proper load of imagination and �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE thought. The second term is concerned with various kinds of translation from important texts in which important things are being said and the grammar of the language is being used for purposes of full expression. These translations range from technical grammatical translation, through various stylistic variations to abstract and concise formulation of logical content. The last term in each year is devoted to the writing of grammatical, rhetorical, and logical commentaries on the texts with a final emphasis on original writing on the topics suggested by the text. Language is man's most intimate external possession. The trained language sense extends man's imaginative powers. We therefore move on it with an organized strategy. The effects are in sustained powers of imagination and therefore in increased attention and powers of analytic thought. These tutorials meet in small classes, not over ten in a class, so that individual observation and instruction are the rule. Not a small part of the advantage of such instruction comes from the opportunity for tutors to diagnose individual difficulties. of study the other books in mathematics and natural science, now so formidable to both teacher and student, can be approached and conquered. For this purpose the tutorial classes in mathematics meet five times a week throughout the four years. The teaching is conventional and familiar for the most part, exposition, recitation, drill in calculation and proof. On the other hand intelligibility must be added to operational skills, and this is brought to light by discussion of the incidence of mathematics, not only on the sciences, but also on logic and metaphysics, and through this on the entire subject matter of the program. Mathematics belongs to the liberal arts and its development through symbolic procedures throws a great deal of light not only on speculation but upon the literary and scientific imagination. As in the case of the language tutorials, the small class of not over ten students allows individual diagnosis and instruction, and the student who has difficulties on the operational level may have special remedial laboratory exercises prescribed for him. Thus handminded boys may discover the liberal dimensions of their skills. The Mathematics Tutorial The Seminar Next to the mother tongue the language of numbers and figures is the most important symbolic possession of men. In fact it is a language within the mother tongue providing a most powerful practical and theoretical extension. In view of our present scientific and industrial conditions of life, the decay and elimination of mathematics in education is most disturbing. This default has become so common now that many persons believe that they natively lack mathematical ability. Nothing could be more crippling to the individual nor more discouraging for the future of democratic societies, if it were true. The apparent disability is due to a decay in the techniques for teaching mathematics and this in turn is due to misunderstandings of the fundamental nature and intention of mathematics. Wide variation in individual trainina and b performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in its entirety. This is the book that made European mathematics possible, and it can still be used to remedy our deficiencies. Given this year A book is one-half of a conversation, and good conversation, whether practical or theoretical in intention, is one of the highest performances in the liberal arts. Seminars of from ten to twenty students with at least two instructors or leaders, answer back the other half of the conversations that great books demand. Plato's Dialogues, most of which are read in the first year, set the models for seminar discussion, and first lessons in discussion are learned in reading Plato. Books of various kinds are discussed in various ways. Some books such as Aristotle's Organon are read in the seminar with the French method of explication de texte to insure understanding. It is assumed that other books have presented a subject, and discussion starts where they leave off, following the argument where it leads. Literary works demand literary criticism; scientific books demand a philosophy of nature. Versatility in question and answer allows the exploitation of the work done in other parts of the program. Training in language facilitates formulation of opinion; mathematical imagination and insight open up new depths and subtleties 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. FORMAL LECTURES 1943-44 The Liberal Arts and the Common Good ............ . Scott Buchanan Grammar . ............................................ .Stringfellow Barr Arithmetic . ............................................George A. Bingley Law . ................................................. Richard F. Cleveland Rhetoric . ............................................. Mark Van Doren Geometry . ............................................ Jacob Klein Dramatic Presentation: The Tempest ................. . King Wiliiam Players Music .................................... ·............ . Nicolas Nabokov Astronomy . ........................................... Peter C. Wolff Dialectic . ............................................. .William Gorman The Liberal Arts . ..................................... Scott Buchanan The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the Great Hall in the evening with audience and platform set as for an outside lecturer. All the formal arts of the platform are used for the purpose of a sustained and artistic exposition of a subject matter that may have been studied in fragments in other ways. About half of the lectures are given by guest lecturers, notably Mortimer Adler of the University of Chicago, Mark Van Doren of Columbia, and Edward Kasner of Columbia. Members of the resident College faculty give the rest, no single member giving more than three during the year. Lecturing except on the popular platform is almost a lost art in this country. It is a very high art demanding artistic skill and sensitivity which are dulled and killed by the forced practice of the ordinary university classroom. Long preparation is needed to free it from sophistry and empty personal rhetoric. Our lectures are not always successful, but when they are successful they might be given and understood on any occasion. Students learn to listen to good talk, to talk that is often over their heads, but talk that is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. Man's Essence . ........................................ Mortimer J. Adler St. Augustine ......................................... .Mark Van Doren Looking-Glass Molecules . .............................. Anthony Standen The Golden Section . ...................................Edward Kasner Columbia U11iversity Proposition and Judgment . ............................ Leonard J. Eslick The Reduction of God to Theology . ................... J. Winfree Smith Materialism ........................................... Mortimer J. Adler Violin Recital. ........................................ Szigeti Vesalius .............................................. .Owsei Temkin Institute in the History of Medicine, The Johns Hopkins University Montaigne . ........................................... Mark Van Doren Socrates and Civil Liberty . ............................. Alexander Meiklejohn Maps and Map-Making . ..................., ............ Edward ~asner. . Columbia Umvers1ty Evolution ............................................. Mortimer J. Adler Godwin's Social Justice ................................ .Ford K. Brown Stravinsky . ............................................ Nicolas Nabokov His,tory Is A Wheel . ...................................Stringfellow Barr Pascal ................................................ .Mark Van Doren Gerard Manley Hopkins . .............................. John Pick Groton School Semantics . ............................................ Richard P. McKeon University of Chicago Concert. .............................................. Budapest String Quartet Plato on the Arts . .................................... John Wild Harvard University �30 CATALOGUE OF ST. JOHN'S COLLEGE The Laboratory The scientific laboratory is perhaps the most characteristic institution of the modern world. It should be recalled that it was for the purpose of introducing and assimilating the laboratory that Eliot of Harvard opened the liberal college to the elective system. The hope was that the college would provide the conditions and the techniques for the liberalizing and humanizing of science. The present disorganization of our colleues is . D evidence that the problem is not yet solved. It is of utmost importance that it be solved. St. John's College is making the attempt. The strategy is to recruit specialists in the sciences as teachers, to re-educate them in the liberal arts, and to reorganize the laboratory as an instrument of liberal rather than pre-professional training. This is the research problem that is set for the faculty, and it will continue to attack the problem step by step. The laboratory staff contains an engineer and a medical man, scientists whose interests can range beyond the special boundaries of each science. They co-operate with the mathematicians, the physicists, the chemists, and the biologists in planning and teaching the four-year course. Their field is the history of science including the present, and the context is the rest of the liberal arts and the classics in the program. The present tactics are to take the best current pattern in ordering the sciences as it is found in the pre-medical course, to anchor it in the scientific classical books and experiments, and to find the liberal arts in current practices and insights. In general the main themes are mathematical constructions the instruments and techniques of measurement, repetition of ~rucial experiments, and the combination of scientific findings m concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is il:1creased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College is the easily observable fact that all the students of the same year are reading the same books at the same time with CATALOGUE OF ST. JOHN'S COLLEGE 31 the same immediate preparation. This may be the week when that "all Greek to me" look is on all freshman faces because they are learning the Greek alphabet; or it may be the two weeks that they are meeting Greek algebra in the fifth book of Euclid's Elements; or it may be the first assignment in Thucydides when the seminar leaders are wondering if the students will get the implications of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each morning for five days of the week each student spends one hour in a language tutorial and one hour in a mathematics tutorial. One afternoon a week each student spends three hours in the laboratory during the first two years; in the last two years, two afternoons a week. Two evenings from eight to ten each student attends a seminar in organized conversation and discussion of the scheduled readings. On one or two evenings there are formal lectures. Nineteen or twenty hours per week are spent in regular classes. The rest of the time is spent in studying, eating, sleeping, talking, athletics, and othe; activities such as music and dramatics .. The week is the elementary unit of the schedule and shows one complete rotation through the varieties of work and play. The three terms of the College year average ten weeks in length and mark pieces of work projected and accomplished. In recognition of this there are oral exar.ninations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally on the texts he has read, on his critical or interpretative opinions, and encouraged to consider parts of his study in relation to each other and in relation to fresh problems that may not have been treated in his classes. A few days after the examination before the end of the term the student again sits with. his instructors for fifteen minutes during which his tutors and laboratory instructor report to the seminar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between teachers and student for the purpose of diagnosis and prescription rather than for report of marks. They are followed by vacations in which a fresh start is possible and new directions in study may be explored. Grades are not reported in �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE these don rags, and they are not the center of interest, as is shown by the fact that the student is invited to report on himself and to judge his own work. The end of each year is marked by a long essay written by each student on some theme which he has chosen in the books. These are due the first of May. The annual written and oral examinations are -given in the following September after the long vacation period during which the salutary processes of A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Thurs. Language Tutorial Fri. Language Tutorial ' 10 11 Sat. Mathematics Mathematics Mathematics Mathematics Mathematics Tutorial Tutorial Tutorial Tutorial Tutorial 12 2 to 5 8 to 10 Laboratory for Juniors, Seniors Seminar Laboratory Laboratory for Juniors, Seniors for Freshmen, Sophomores (Lecture) Seminar Formal Lecture forgetting, assimilation, and the maturing of insights have taken place. The close organization of subject matter and the intensive teaching which results make vacations and unscheduled ruminations functionally important. As one learns to skate in summer and swim in winter, so one acquires wisdom in vacation. The annual examinations are aimed at detecting and encouraging this process. There are plans for reading parties in the summer vacation in which students may arrange the proper conditions for the maturing of knowledge gained during the session. THE FACULTY Part of the intention of the elective system since the time of its introduction at Harvard has been to encourage the com- 33 bination of teaching and research in e_ach ~ember of the faculty. The principle is that the tea~hmg mmd must. be a learning mind, and therefore good _teachmg ~emand~ contmued learning. This has come t~ mea~ 1~ academ1_c pr~ct1ce that the ood teacher must be makmg ongmal contnbut10ns to knowl~dge and that he must publish if he wis~es to be promoted .. The faculty at St. John's is again gomg back to fir~t p:mciples and making a~other ~p~lication of_ them. Learmng 1s a co-operative enterpnse and 1t 1s best carried out when pers?ns at different stages of comprehension work together. The typical learning situation at St. John's involves ten pr twelve lear~ers. First in the learning line come the author-teachers, the wn~ers of the great books, who are talking in most cases_ at the high point of their own learning. Next comes th~ readmg and t~lk­ ing teacher who is a member of the faculty: his stage of learnmg is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. T~e old~fashioned ranking ~f cl~sses in the little red schoolhouse is the image that we have m mmd. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distrib1:1ted among the students and the tutors. Since it is not our policy to select only the best students for ~~mission, _but rathe: to aim at the normal distribution of ability that is found m the average American community, we count heavily on the norma~ social processes of mutual understa:idi1:1g to _catch. and amplify the teaching. Our classes exemplify m their vanous styles all the types of collaborative study, allowing even t~e dull _or slow student on occasion to hold the class to the mam learnmg purpose. Socrates and the slave-boy is not a_n unfamiliar spect~cle in the St. John's classroom; we count on it to keep our teachmg fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may able to use. He may have beside him a colleague whos~ sp~cial kno~ledge complements his own. This is the situat10n m a semmar, where ?e �CATALOGUE O:F ST. JOHN'S COLLEGE there are at least two auxiliary teachers, but it is best exemplified in the editorial work that is being carried on by many members of the faculty. The majority of the great books are already in cheap and easily available English translations, but there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin Descartes: Discourse on Method, in French and Latin Hippocrates: Selected Works Archimedes: Selected Works Lucian: True History Aristarchus: Distances of Sun and Moon Nicomachus: Introduction to Arithmetic Spinoza: Theological-Political Treatise Gilbert: On the Magnet Harvey: The Works of Rousseau: Du Contrat Social Lavoisier: Elements of Chemistry Hegel: Philosophy of History Dalton: Chemical Philosophy Bernard: Experimental Medicine Fourier: Theory of Heat Virchow: Cellular Pathology The following books have been translated for the first time into English by members of the faculty: Apollonius: Conics Ptolemy: Mathematical Composition (Almagest) Augustine: On Music Scotus Erigena: The Division of Nature Grosseteste: On Light Oresme: On the Breadths of Forms Copernicus: On the Revolution of the Spheres Kepler: Epitome of Astronomy Pico: On the Dignity of Man The following books have been retranslated by members of the faculty: · Plato: l\feno Plotinus: Fifth Ennead Aristotle: Physics, Books I-IV Bonaventure: Reduction of Arts to Theology Cantor: Transfinite Numbers This represents the first line of research. The second line of research consists in the constant reinter- CATALOGUE OF ST. JOHN'S COLLEGE 85 retation of the book list which occurs as an immediate byProduct of teaching the books in tutorial, in seminar, and in fhe laboratory. Criticism of the books takes place in two directions primarily, first their histo~ical order and backgro~nd which continually change and ennch themselves by connect10ns with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. . . Making the actual readmg schedule for the se~mars .for each year is a result of much. faculty a~d student de!1berat10~, and the reading schedule registers teachmg and learnmg experiences from year to year. . . The products of this kind of re~earch go first mto t:ac::hm.g directly. Production for publicat10n and learned soc1et1es is and should be a secondary result. The students thus have direct and contributing parts in research, and research has a direct and contributing role in instruction. The present faculty has been selected by two crite:ia. F?r . members of the previous faculty at St. John's, experience m teaching the elective system and capacities which promise well for becoming re-educated in all the subject matter of the new program have guided the policy of reappointment. New members of the faculty have been chosen for their varying degrees of understanding of the general subject matter and the work they have done to educate themselves in it. . . . The faculty now represents a well-balanced d1stnbut10n of special knowledge. Eventually the graduates from the four· year course itself will be the best teachers, and some of them have already been taken on as teaching assistants. ACADEMIC STANDING The system of instruction allows for a close and varied acquaintance of instructors and students; therefore the student's academic standing is known in detail from day to day. This knowledge is pooled at the end of each term on the occasion of the don rag and the combined judgments of the staff are based on more than recorded grades. Since this is the case academic standing is not determined by numerical or literal grades, and judgments are made and reported for the purpose of advice and planning both for the teachers and the. �36 CATALOGUE OF ST. JOHN'S COLLEGE student. As soon as the performance of the student or other evidence of capacity persuades the staff that the learning process has stopped and cannot be revived, the student is warned that he will be dropped after a stated period of confirmation of the judgment. Ideally there is no reason for dropping any normal student from this course of study. It is varied and rich enough for great diversities of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demar:i-ds a longer period of adjustment and tentative judgment than m the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. ~ttendance on all regular scheduled College exercises is reqmred. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: 1) Parent, guardian, or other responsible person outside the College; 2) Practising physicians consulted by the student; 3) Instructor in charge of class in which absence occurs; 4) The College Physician. THE DEGREE OF BACHELOR OF ARTS * The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: gTammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; ft"'" reading k:r~ow~edge of at least nvo foreign languages. In semester hours as recorded in the regular elective system this amounts to: *Cf. Appendix B, pg. 71. 37 CATALOGUE OF ST. JOHN'S COLLEGE Semester Hours ~----'----- Language and Literature ... Mathematics and Science. Lectures on the Liberal Arts. Laboratory. Seminars .. Total. . . One Year Four Years ..... 10 40 10 40 4 16 3 (J/2 actual time) 12 8 32 35 140 A more detailed analysis of the content of these degree requirements will be gladly given by the Registrar on request. The "rights and privileges appertaining" to the Bachelor of Arts degree have undergone serious scrutiny during the last part of the period in which the colleges have been under the domination of the elective system. There have been concerted attempts to maintain common standards under the rapidly changing conditions of expansion in student bodies, in subject matters, and in methods of instruction. Throughout the country there are regional boards which inspect the colleges in each region and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this region. These Boards cannot put a college on the approved list until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, there will be an interim in which a rated B. A. degree cannot be guaranteed. This means that the St. John's Bachelor of Arts degree is certified only by the charter of the College and the Maryland State Board of Education. On the other hand there is no serious doubt that the curriculum which is now offered and the instruction that is now being given more than fulfill the common standards and that they will prepare students adequately for any graduate work which they wish to pursue. The graduate and professional schools increasingly make their final decisions on candidates on the basis of individual records and merits and ignore the bare minimum certification of the ordinary degree. The rated B. A. is no guarantee of admission to a graduate or professional school. Where inquiry has been made these schools have given assurance of full con~ sideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this �38 CATALOGUE OF ST, JOHN'S COLLEGE program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions, Such individual recommendations will always be our most effective communication with the academic and practical worlds into which our students graduate; we deal with other institutions on the basis of a common recognition of the realities of the learning process and the ~xigen_cies of the war and revolution through which the workl is passmg, There is no question about the fitness of this program of studies to meet the explicit requirements of law schools, theological schools, business schools, schools of politics, and economics, and schools of education, There may be some doubt in the minds of the small business man and the craftsman about the utility of a liberal education for earning a living, One who shares these doubts should read the early American State Papers and follow the current discussions of the fundamental conditions and principles of American society to get free of the prejudices which we inherit from societies that base themselves on invidious class distinctions, The worker and the tradesman in this country belong to a liberal society that demands a liberal education of all its members, The professions that base themselves on specialization in the natural sciences have set up graduate departments that actually need more liberal education in their preparatory stages than is at present available in the elective system, In failing to get students who have that minimal general education, they have been forced to turn to a second best, a more intensive specialized preparatory training, In some cases they take the student into the graduate school before he has graduated from college, and give the extra specialization that is required, In other cases, as in some engineering schools, graduate physics, chemistry, biology, and medicine, they have imposed heavy pre-professional requirements on the liberal college, In effect, they ask the liberal college to anticipate professional work, We refuse to accept this imposition wherever it would force us to sacrifice understanding to professional rote and rule of thumb, In place of these we emphasize basic concepts, basic techniques of measurement and experimentation, and general skills of the laboratory, in short those starting-points which make the rapid acquisition and revision of scientific knowledge a matter of CATALOGUE OF ST, JOHN'S COLLEGE 39 habit and second nature, In terms of this fundamental training, our work in natural science more than meets the genuine requirements of pre-professional education, The medical schools, the sources of the heaviest pre-professional requirements, have expressed willingness, in some cases enthusiasm, to consider our graduates as candidates. Their faculties realize the importance of the liberal education of the physician, see that we require more hours in the laboratory than they ask for, and believe that this basic instruction will lay a good foundation for professional training, On the other hand, a warning should be given that the SL John's student is running the risk that radical innovation entails, The medical schools are subject to many increasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the large number of applicants for admission, These pressures may force arbitrary consideration of candidates, and the literal application of rules of admission, In view of this problematic situation, students vv-ho come to SL John's with the intention of going on to medicine are advised to make special arrangements for fulfilling the literal requirements for admission to medical schools, Arrangements for extra work for this purpose can be made at SL John's or at other institutions, In view of the great scientific and social problems facing the medical profession it may be wise to plan a year of graduate work in mathematics and physics between graduation and entrance into medical schooL Medical schools are not asking for such additional preparation, but the needs of medical wisdom are great beyond the power of liberal education alone to meeL �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE .t A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Odyssey A:schylus: Oresteia Herodotus: History Sophocles: <Edipus Rex Hippocrates: Ancient Medicine and Airs, Waters, and Places Euripides: Medea Thucydides: History of the Peloponnesian War Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Sizes and Distances of the Sun and Moon Plato: Dialogues Aristotle: Organon, Poetics, Physics, Politics Archimedes: Selected Works Euclid: Elements Apollonius: Conics Cicero: On Duties Lucretius: On the Nature of Things Virgil: .&:neid The Bible Epictetus: 111.oral Discourses Nicomachus: Introduction to Arithmetic Plutarch: Lives Tacitus: The History, The Annals Ptolemy: Mathematical Composition (Almagest) Lucian: True History Galen: On the Natural Faculties Plotinus: Enneads Augustine: Confessions, On 1\1usic, Concerning the Teacher Justinian: Institutes Song of Roland Saga of Burnt Njal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Mn11 Dante: Divine Comedy Chaucer: Canterburv Tales Oresme: On the Br~adths of Forms Pico della l\firandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: In Praise of Folly Rabelais: Gargantua Copernicus: On the Revolutions of the Spheres Calvin: Institutes Montaigne: Essays Gilbert: On the Loadstone Cervantes: Don Quixote Shakespeare: Henry IV, Hamlet, King Lear, Macbeth, Tempest Francis Bacon: Novum Organum Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Corneille: Le Cid Galileo: Two New Sciences Descartes: Geometry, Discourse on 1\ifethod, Meditations Hobbes: Leviathan Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Los/ Racine: Phedre Grotius: Law of War and Peace Spinoza: Ethics, Theological-Political Treatise Newton: Principia Mathematica Locke: Second Treatise on Civil Government Huygens: Treatise on Light Berkeley: Dialogues between Hylas and Philonous Leibniz: Discourse on Metaphysics, Monadology Vico: Scienza Nuova Swift: Gulliver's Travels Hume: Treatise of Human Nature Montesquieu: Spirit of Laws Fielding: Tom ]ones Voltaire: Candide, Micromegas Rousseau: Social Contract Gibbon: Decline and Fall of the Roman Empire Smith: Wealth of Nations Kant: Critique of Pure Reason Constitution of the United Slates Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry .Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosrnersholm Joule: Scientific Papers James: Principles of Psychology Freud: Studies in Hysteria, The Interpretation of Dreams Cantor: Transfinite Numbers Hilbert: Foundations of Geometry Poincare: Science and Hypothesis Russell: Principles of Mathematics 41 �42 First Year Second Year Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Mathematics 1.znd Literature Liberal Arts Science Homer Plato Euclid Herodotus Aristotle Hippocrates Thucydides Lucretius Nicomachus £schylus Aristarchus Sophocles Archimedes Euripides Aristophanes Plutarch Lucian Tacitus Epictetus Apollonius Cicero Plotinus Ptolemy Virgil Augustine Galen The Bible Bonaventure Leonardo Justinian Thomas Aquinas Oresme Dante Grosseteste Copernicus Saga of Burnt Njal Calvin Descartes Pico Song of Roland Gilbert Chaucer Kepler Shakespeare Cervantes Milton Spinoza Galileo Rabelais Francis Bacon Harvey Corneille Hobbes Newton Racine Locke Boyle Grotius Berkeley Huygens Moliere Leibniz Lavoisier Erasmus Hume Dalton Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Fourier Malthus Bentham Faraday Marx Mill Maxwell Flaubert James Joule Ibsen Freud Darwin Dostoevski Poincare Vircho'Y' Tolstoi Hilbert Bernard Russell Mendel Cantor Dedekind Riemann Lobacheveki CATALOGUE OF ST. JOHN'S COLLEGE ct) g!. E-<. ~ ::a s ~ m a ; d .!-< 43 �CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. LANGUAGE TUTORIALS DURING 1942-43 Clock-hours of Class-room Work Assigned First Year Third Year Second Year Fourth Year Exercises French German Greek Latin Memorizing 40 hours 10 hours 20 hours IO hours Paradigms Grammar Grammar Grammar Grammar Selections 10 hours 20 hours 20 hours 20 hours Baudelaire Goethe Euclid Virgil Racine Hoelderlin Catullus St. John Plato Nietzsche Horace Reading 5 hours 20 hours 35 hours 20 hours Double Texts Descartes Bible Phaedrus St. John Latin-French Greek-Latin Faust Greek-Latin Hegel Translation and 50 hours 50 hours 25 hours 50 hours Close Reading Plato Virgil Rousseau Lessing Republic I Social Schiller Aeneid IV Contract Formal Logic 20 hours 20 hours 20 hours 20 hours Thomas Boole Treatises Aristotle Kant De Ente et Categories Laws of Hegel Essentia Thought Prior Analytics Formal Logic 30 hours 30 hours 25 hours 30 hours Dante Pascal Selections Practice in Kant Thomas Rousseau Analytical Anthology Hegel On Law Commentary Sophocles Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) MATHEMATICS TUTORIALS DURING 1943-44 Clock-hours of Class-room Work First Second Third Year Year Year Mathematics 56 Plane Geometry 12 8 Solid Geometry ... -10 Theory of Numbers. 30 Theory of Real Numbers .. 17 19 Trigonometry ..... Analytic Geometry 57 Calculus .... 37 Differential Equations ..... Fourier Series Non-Euclidean Geometry T:raTisfi.nite 1.J"un1bcrs Projective Geometry ....... . 45 CATALOGUE OF ST. JOHN'S COLLEGE Fourth Year 8 Total 68 48 30 25 IO 19 57 87 10 5 20 10 10 Total for four years of Mathematics in Mathematics Tutorials. 389 50 10 5 20 10 MATHEMATICS TUTORIALS DURING First Year Astronomy and Physics 7 Astronomy. · · · · 9 Mechanics and Hydrostatics. Strength of Materials Heat .. . Light ......... . 19~3-44-Continued Second Year 63 Third Year 50" 50 20 Fourth Year 25 3 Total 120 59 20> 25' 3 227 Total for four years of Physics in Mathematics Tutorials. CLOCK-HOURS OF LABORATORY WORK DURING 1942-43 Physics and Astronomy Mechanical Dra wmg Astronomy .. Mechanics and Hydrostatics. Sound. Heat .... Light .... Electricity and Magnetism. Atomic Theory ... ' . 18 3 30 12 3 33 15 24 21 6 36 9 3 9 3 18 9 6 33 66 30 9 33 21 54 21 33 Total for four years of Laboratory in Physics and Astronomy. Chemistry General Inorganic Physical ... Qualitative Organic .... 279 15 60 15 27 3 45 12 9 3 36 48 35 Total for four years of Laboratmy in Chemistry .. Biology Anatomy and Physiology .. . Cellular Biology .......... . Heredity . . .......... . Embryology ... Protozoology . . ........... . 15 Total for four years of Laboratory in Biology. 33 9 9 9 11! NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures m; a.SSigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and mrtle, sheep, and dogfish shark; Urogenital system of male cat; Other parts of dogfish shark and aquatic �46 CATALOGUE OF STo JOHN'S COLLEGE vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals;. The Protozoa-animal taxonomy; Heredity in the pomage flyo Drawing: Orthographic projection; Perspective projectiono Geometry: Euclid: 8; Apollonius: 50 Music: Intervals; Scales; Keys (the rest not yet planned in detail)o Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc} Chemistry: States of matter; Water-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCI; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc; Fifth Group of Periodic Table; Ammonia, proteinso The following is a list of laboratory exercises by yearso It is based on a schedule which was followed in 1941-42 but is subject to continual revisions, corrections, and improvements as teaching experience indicates themo FIRST YEAR L 20 30 4o 50 60 70 So 90 100 IL 120 130 140 150 Orthographic projection Orthographic projection Trisection of an angle Areas Plane, right angle, ruler Weight Light Circles and fegular polygons Ratios Lenses Telescope and microscope Compound ratio Heat Quadratic equations Musical intervals and scales 160 The Greek diatonic scale 17 0 The just scale and its uses 180 The keys in music 190 Environment and health 200 Environment and health 2L Form and locomotion of animals 220 Photometry 230 Solid figures 240 Rectangular solids 25 o Ari starch us 260 Archimedes' levers 270 Machines 280 Static equilibrium 290 Floating bodies 300 Metacenter SECOND YEAR L Digestive system of rabbit 20 Urogenital system of female rabbit 30 Thoracic cavity, mouth, central nervous system 4. The parabola 50 Ellipse and hyperbola 60 70 So 90 Perspective projection Perspective projection Perspective projection Focal points and light (floating paraboloid) 100 Parametric eq nations of ellipse CATALOGUE OF STo JOHN'S COLLEGE 47 SECOND YEAR-Continued 2L Music 220 Copernicus 120 Stereographic projection and star 230 Kepler charts 240 Prism colors and dispersion 130 Stereographic projection and star 250 Chromatic aberration of a lens charts 260 Geometrical characteristics of Ice14 0 Astronomical sights land spar l5 0 Celestial machines 27 0 Double refraction l6o Celestial machines 280 Double refraction of polarized light 17 0 Sun and moon 290 Speed of light l8o Gilbert's De Magnete 300 Fluid pressure 190 Music 20. Music THIRD YEAR 330 Viscosity L Power of the vacuum 340 Law of definite proportions, law 2 0 Strength of beams of multiple proportions, Dalton's 3 0 Strength of beams atomic theory 4. Strength of beams 350 Vibrations 50 Falling bodies 360 Gay-Lussac's law of combining volIL Projectiles umes, molecular weight, Avo70 Sheep heart gadro's number 8. Blood vessels of cat 370 Pressure-temperature relations 90 Matter: crystalline state 380 Dalton's law of partial pressures; 10 0 Blood vessels of cat steam distillation, vapor tension, l L Boyle's law critical temperature 12- Living heart in frog and turtle 390 Diffusion and osmosis 13 0 Matter: liquid and gaseous states 400 Magnetic fields 14 0 Smaller blood vessels in living frog 4L Sodium chloride: the active metal 15 0 Urogenital systems of male cat sodium 160 Water and its properties, distilla420 Sodium chloride: the active nonti on metal chlorine 17 Dogfish shark and aquatic verte430 Standard units in chemical reacbrates tionso Chemical notation, equa180 Surface tension tions, formulae 19. Dogfish shark and aquatic verte440 Faraday's laws of electrolysis brates 450 Acids in aqueous solution: HCI 200 Dogfish shark and aquatic verte460 Atomic and equivalent weights 0 Rebrates duction and oxidation, valence 21, Electrostatics 470 Potentiometer 220 Electrolysis of water, Faraday's laws 48 0 Metallic hydroxides and salts in Electrolysis of water, equivalent aqueous solutiono Neutralization weight 490 Electromagnetic induction 24, Rigid body equilibrium 500 Ionization 250 Conservation of mass; filtration, 5L Young's interference of light reduction with charcoal 520 Mendeleyev's Table Compound pendulum 530 Spectrometer Lavoisier on calcination and com540 Colloidal state bustion; oxygen 550 Music 280 Atwood's machine 560 Music 290 Chemical reactions 570 Music 300 Conservation of momentum 3L Centripetal force 32, Hydrogen, acids, oxidation and reduction lL Conics as four-lin~ lo~i �CATALOGUE OF ST. JOHN'S COLLEGE RESIDENCE AND ACTIVITIES FOURTH YEAR L Fabrics of the animal body 27. Hydra 2. Magnetic measurements 28. Hydra 3. Fabrics of the animal body 29. Genesis of animals 4. Law of magnetic forces 30. Genesis of animals 5. Fabrics of the animal body 31. Genesis of animals 6. Standard measures of electric cur32. Protozoa-animal taxonomy rent 33. Protozoa-animal taxonomy 7. Fabrics of the animal body 34. Heredity in the pomage fly 8. Fabrics of the animal body 35. Heredity in the pomage fly 9. Fabrics of the animal body 36. Heredity in the pornage fly JO. Fabrics of the animal body 37. Spectral analysis 11. Fabrics of the animal body 38. Esters, their hydrolysis, mono- and 12. Fabrics of the animal body di-basic acids, polyalcohol 13. The structure of the atom 39. Potentiometer, thermocouples 14. Law of mass action 40. Ethers, acid anhydridcs, hydroxv15. Diffraction, interference acids ' 16. Chemical equilibrium 41. Electromagnetic induction 17. Diffraction grating 42. Carbohydrates (sugars, starch, 18. Carbon and its compounds: I: the cellulose) paraffins '13. Joule"s electric heat 19. II: Isomerism of organic com- 44. Isocyctic, aromatic hydrocarbons; pounds, the carbon-carbon douCyclo-olefins, -paraffins ble and triple bonds. Unsatu45. Fourier's heat analysis rated hydrocarbons 45. The Fifth Group of the Periodic 20. Alcohols, aldehydes, ketones Table 21. Fabrics of the animal body 47. Ammonia, amines, amino-adds, 22. Fabrics of the animal body proteins 23. Fabrics of the animal body 48. Music 24. Fabrics of the animal body 49. Music 25. Growth of animals and plants 50. Music 26. Growth of animals and plants A college should be a community in which the student can discipline and develop his 1?-ative powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. . It is the policy of the College to encourage any spontaneous group activity that shows promise of a contribution to the life of the community. The College co-operates in the financing of those activities that require expenditures; and advice is given where it can be helpful to the smooth functioning of the activity. The kind of laissez-faire attitude which generally characterizes the curricular aspect of American college life is in this College transferred to the field of extracurricular activities. Activities It is no paradox, in view of the above, to say that the main purpose of extracurricular activities is amusement and relaxation. Men can work in order to play, or they can regard play .as a natural component of a graceful, reasonable, and wellrounded human life. Since the things a person enjoys are accurately correlated with that person's character and stage of development, the recreational activities a student enjoys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this sh<mld be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoy<1,ble, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �1 I CATALOGUE OF ST. JOHN'S COLLEGE 50 Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities an~ infuses them with their full measure of human enjoyment, This may take the form of a new light on the purposes and ~eani~g of athletic games and sports; or it may find expression i.n a stimulated imagination which can produce creative writing for. one of the College publications, or for significant interpretat10n of works of music. Since 1939 athletics at St. John's have been organized on an. intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athleti~ ass.istants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities includ~ a well-equipped gymnasium, two large playing fields, tenms courts surfaced for all-weather playing, and a College boathouse. with ~ve six~een foot sail~oats. Excellence of performance m a wide vanety of sports mcluding sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurr~cular music complements the musical part of the rt:gular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the dme otherwise devoted to fo~al lectures. i::he extracurricular music program makes availabl~ .to a maximum number of students the opportunity of acqmrmg the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of College and residents of Annapolis and surrounding terntory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked librar.y of recordin~s, sheet music and scores, a recording machme, an automatic phonograph, a grand piano, and a num- t?e • Reaso~s for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. CATALOGUE OF ST. JOHN'S COLLEGE 51 ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. The Student Polity The Student Polity, organized in 1945, of which all students are members, ivas instituted by the students for the following purposes, as outlined in its constitution: i) to proll)ote a conciousness in the student body of political and coqimunal responsibilities to both the College and the civic communities, to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, to e$tablish minimal dormitory regulations, to :r;eview annually the activities of all student organizations and to grant charters to those organizations whose activities are judged to be consistent with the aims of the College community, to determine further, jointly with the College administration, the proper delegation of authority in the community. .ExtraLcurri.culat Activities student activities are really an extension of the curfor example, the Bible Class, and Latin and Matheatics Clubs in which students and faculty pursue in greater tail '"problems raised by the seminar discussions of scientific, ilosophical, and theological works. Other groups represent · "lar specialized pursuits ih politics, law, medicine, language. The St. John's Collegian is a weekly student newspaper :ch reports and comments on the events in the community. · St. John's Yearbook is a student-edited yearly publicawhich departs radically from the conventional year-book . at. In its present form it is a magazine whose purpose is tecapitulate and summarize the past academic year. The r; William Players serve as a center for the reading of a and poetry in general, as well as for the activities of y production. · e Variety Club; specialists in libel and slander, presents annual comic revue satirizing the faculty and the College gram, or other niatters of current interest. The Social Co- II �:;2 CATALOGUE OF ST. JOHN'S COLLE.GE operative presents a series of formal and informal dances throughout the year, including several informal movie-dances. The Film Club presents annually a series of about twenty of the outstanding foreign and domestic film productions in cinema history-the "classics" of cinematic art. The Student Employment Cooperative was organized in 1943 for the purpose of obtaining employment for its members, and maintains an office to receive and stimulate employers' requests for student workers. As supports for an active social life, the College provides a complete central social unit which consists of a Coffee Shop, a Book Shop supplied with magazines and newspapers, and a Junior Common Room for the use of the whole College. In addition, there are smaller social quarters in each dormitory unit, equipped with comfortable furniture. By providing these facilities the College authorities expect to foster in the students a recognition of the proper responsibility for their own human welfare. Residence St. John's College is_situated in the seventeenth centmy seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men at St. John's College. A number of retired naval officers and men of business live on estates in Anne Arundel County sur· rounding the town. The College has eleven buildings on a tract of thirty-two acres. Five of these buildings are for student residence, two of them built as dormitories, and three originally used as residences for administrative officers of the College. These five buildings are now furnished as residence halls for students on a plan for small unit College communities. An attempt is made to relate the grouping of students in the hot:.se~ to their seminar g·roups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce CATALOGUE OF ST. JOHN'S COLLEGE 53 t ints upon himself and also to make proper use of the help res ra · · · h" 11 l"f and support that other students can give him m is co ege i e. Dormitories All students not living at home are required to live i1:1 ~he College buildings and to take their meals in the College Dm1ng Hall. Each dormitory room is provided with _the nec~ssary furniture, · l ding a single bed with mattress, pillow, pillow cover and me u . bl. d bedspread, a chest of drawers, book shelves, Venetian m s or window shades, a study table, chairs, lamp, and ~ waste basket. Towels, bed linen, and blankets are to be supplied b~ the student as are also such decorations as window draperies, rugs, and ;unners for chests of drawers and tables. T~e student should consult his prospective roommate, if any, and his own good. taste in planning room decoration. Freshmen are frequently assigned to single occupancy rooms. Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormit_ori~s. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively from the Assistant Dean's office as soon as their applications for admission have been accepted. Rooms in dormitories may not be occupied during vacations except by special permission. The dormitories will be open for occupancy at the beginning of each term as _follows: . . For upperclassmen taking Annual Wr~tte~ Exammat10ns from noon of the day before the Exammat10n days. For freshmen from noon of the day before registration day. For definite dates in 1946-4 7 see the College Calendar. The College maintains the care of the do:m.itories. There are student dormitory managers whose duty it I~ to report complaints, to see that the dormitories are kep~ m order, and to enforce the following regulations concernmg breakage and damage to College property: Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. �54 CATALOGUE OF ST. :JOHN'S COLLEGE Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's share of responsibility for the damage. The deposit must be maintained at all times during the session. It will be returned at the end of any ses~ion, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and :Lt will be dealt with summarily. The Dining Hall The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an ii;iteresting variety of menus; and reasonable cost. The Dining Hall is closed when the College is not in session, except for single holidays; it will open for supper on the day just preceding the beginning of each term; and only breakfast will be served on the last day of each term. Infirmary Service A fully equipped Infirmary is maintained at the College. It is in the charge of the College Physician, two trained nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infimary until discharged by the College Phys1Cian. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General olution which re-established the liberal arts curricu. h ·.. · T e rev · h • 1 bim in St. John's College in 19~~ was a movement 1~. t. e m ..· ·.·.·:•. · bl. f Education which anticipated the currentdcns1s h :J.\epu ic o . · •·•.worId h.istory . When the liberal arts were remstate m t e •:....• . ·.•citllege, it was known that many of the contemporary educ~1•.•.· .·l ventions do not promote the most successful pursmt ..una con ral arts but the difficulty of the immed"iate tas k t h at . . ·· ·· l"b e i , . 1 . the College, that of putting a liberal curncu um :nto rat1on, made advisable the postponement of the solut10ns . some of the more extrinsic probl~ms. So, for the first six the' conventional entrance reqmrements were used. ·h· · December 1942, when it was clear that students in en, 1n ' f ·1· ·L·-b al Arts colleges were immediately needed or m1 itary r er ·b · h , St. John's College decided to make its contn ut10n t~ t e effort by offering its program to younger students i~ a u1e which would allow them to graduate before bemg to military service. Beginning in July, 1943, a summer was added to the regular schedule so that the four-year could be completed in three calendar years; stude:rits itted at the beginning of any of the four terms durmg · the minimum entrance requirements were two years 'school work with a year of algebra, a year of plane , and an introductory course in one foreign language. the end of the war, St. John's now judges it possible ~nd relieve the strain of its wartime schedule by returnmg regular schedule. ements dent is eligible for admission if he can provid; evidence bility and preparation to pursue the St. John s program s of the following achievements: "ts for e and one-half years of algebra e. year of plane geometry o years of one foreign language 55 �56 CATALOGUE OF ST. JOHN'S COLLEGE Together with two of the three following requirements: 1. Graduation from a high or preparatory school 2. Passing either i. IL The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or The Psychological Examination published by the American Council on Education 3. A recommendation for work at St. John's College from the principal or a teacher in the high or preparatory school last attended Note that these requirements make it possible for students to enter St. John's before completing four years of high school work, since these examinations may be taken by any student who has not completed his formal preparatory work and wishes to make an early start in Co11ege work; for instance, at the end of his second year of high school. Procedure 1. Request a blank of Application for Admission from the Assistant Dean. 2. Fill out the Admission blank as completely as possible, paying special attention to the third page where you are asked to give full information concerning your formal preparation for college, names and addresses of the high or preparatory schools you have attended, with the dates of your attendance. You should be careful to give the name of your principal or other teacher who will be able to give a substantial recommendation of your character and ability. If you think you need or want to enter by examination, pay special attention to the fourth (back) page of the application blank. 3. Return the Application for Admission to the Registrar who will then collect your scholastic records and recommendations, and arrange Entrance Examinations if they are requested. 4. If you need or want to take the Entrance Examinations, give us the name and address of a teacher or college graduate who will be willing to accept the responsibility CATALOGUE OF ST. JOHN'S COLLEGE 57 for administering the examinations to you. We pay such persons the sum of five dollars which you pay us as examination fee. We shall then arrange for the rest of the examination. 5. As soon as the Registrar has collected your scholastic record, recommendations, and the results of the Entrance Examinations, we shall promptly report the decision of the Admissions Committee. No assurance of admission can be made before the above data are provided. 6. If you are not able to pay the full College fees, ask us to send you a blank of Application for Student Financial Aid. Fill this out with special attention to your Tentative Budget, send it to the Assistant Dean, and as soon as your admission application has been acted on, we shall let you know whether we can help and also how much. See section on Financial Aid, p. 61. Requests for further information may be directed to the You are urgently invited to visit the College and to .~iscuss further any problems that may need extra consideration. Admission with Advanced Standing from Other Colleges Students who wish to transfer to the St. John's program must ister as freshmen for the four-year course; no advanced ding in the program is granted for other college credits. "ssion before Graduation from High School he College is still eager to admit students who have not pleted their; formal four-year preparatory training, provided student and his parents are persuaded that he is able and y to undertake the responsibilities of a substantial program he liberal arts. erans' Educational Benefits . John's College is approved and accredited by the MaryState Board of Education for training of Veterans of World II who are eligible to receive educational benefits under prov•isions of the G.I. Bill of Rights. �CATALOGUE OF ST. JOHN'S COLLEGE FEES College Finance It is the aim of St. John's College to establish its fees for tuition and residence at a figure which will approximate as closely as possible the actual cost of furnishing tuition, board and room, and meeting the administrative and other operating expenses of the College. St. John's College adopted this principle and established the fee for residence and tuition at $1,000 for students entering the College in the fall of 1941, or thereafter. This fee will be continued unless, in following years, rising costs should force rev1s10n. By setting its student fees at approximate operating cost, the College has freed other sources of income, principally support by private individuals and by the public through state appropriations, for two purposes: financial aid to the students who are not able to pay the full cost, and additions and improvements to College land, buildings, and equipment. The various other fixed charges for attendance at St. John's are listed in the following paragraphs. In figuring the budget for the academic year, each student should include additional amounts for books, clothes, stationery, laundry, and other incidentals. The cost of books will in general average about $35 per year. Entrance Examination Fee If a candidate for admission finds it necessary to take the College entrance examinations in order to complete the requirements for admission, he will be charged a fee of $5.00, payable to the College upon his request for examination. This fee is charged to cover the expense of giving the examination; it will not be refunded, nor will it be deducted from other fees. Annual Fees Beginning with the fall term of 1945, the fixed annual fees for all students for each year are as follows: Tuition . Residence . . . . . $600.00 400.00 . Total. . . . . . . . . . . . . . . . . . . . . . . . . $1,000.00 58 59 These fees are payable in full on registration in September if preferred, in three installments: one-half on registration, ~~e-fourth on January 6, and the remaining fourth on April 7. On registering, the student must procure a Treasurer's Card howing that fees have been paid or that suitable financial 8 ranaements have been made, in order to be admitted to :fasse~, dormitories, the dining hall, the library, gymnasium or Payment of Bills Bills for College fees are presented directly to the student, and the student assumes responsibility for their payment on the dates due. Refunds on Fees If a student has paid any installment on his fees beyond the on which installments are due (September registration, January 6, April 7), and withdraws from College for any whatever, such advance payment shall be refunded. But installment already due shall be refunded, regardless of the of withdrawal. The College is not in business and does not regard itself as selling instruction or food or lodging to students. Its fees can b¢st be understood by the student if he regards them as membership dues. These dues help the College to provide, not only i'f!Struction, food, and lodg:ing, but also proper medical superyi&ion, athletic facilities, and whatever other conditions it finds be!'lt adapted to forward the common learning enterprise. "'""'"'u'"'" Money student must make a deposit of $10.00 with the Treaon registration, subject to charges for laboratory breakdamage to College property. The amount of this demust be maintained at all times during the session. A ..........,,,,....,.. check for this deposit will be sent to the student upon after the end of any session or after withdrawal or from College. Except for the caution money dewhich is refundable after the dose of the college year, the .__,,,,,,,.,;c has no extra fees. �60 CATALOGUE OF ST. JOHN'S COLLEGE Deferred Payment of Fees There is available to those students and their parents who are unable to meet the College fees in accordance with the regular schedule a deferred tuition plan, which provides for payment in equal installments during the College year, in most instances, nine installments. This method of deferred tuition payment is handled through "Tuition Plan, Inc," a corporation which offers this service to many schools and colleges throughout the country. The plan is put into effect by a contract signed by the parent or guardian of the student and by the College and handled entirely by "Tuition Plan, Inc" The additional cost is four per cent of the amount financed. Veterans' Educational Benefits SL John's College is approved and accredited by the Maryland State Board of Education for training of Veterans of World War II who are eligible to receive educational benefits under the provisions of the G.I, Bill of Rights. FINANCIAL AID Students unable to pay the full cost of their education may assistance from the College. If the total assistance 1vhich needs for three terms amounts to not more than $200, College will undertake to advance him a loan of the amount required and to. find him employmen.t at the C~llege that ':7ill yield him sufficient wag~s to repay his loan dunng the penod for which the money is needed. These loans do not bear · i11teresL Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the Student Aid fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on loan, new and smaller loan agreements will be substituted the one the Student Aid Fund holds. The privilege of borfrom the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they r~ceive wages and for those who curtail their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts more than $200, the College will either make up the excess hy an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is uµdesirable that its members should graduate with a burden debt to the College. Outright grants are made only where is so clearly needed and merited that the College can sue. cessfully appeal for donations to persons who are strangers to applicant. The Committe on Aid will reject all applications, whether loans and employment or for outright grants, which do not demonstrate that all local sources have been thoroughly ""'n'" The Committee has the grave responsibility of 00 61 �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE administering justly a common financial resource of the com- · munity of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, clearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time t.he formal application for admission is forwarded to the Registrar. olarships Awarded by the College THE PHILIP MYERS, II, SCHOLARSHIP ;>To be awarded annually, the income from $10,000, the gift of ilip A. Myers, II, Class of 1938. THE CLIFTON C. RoEHLE SCHOLARSHIP ';fo be awarded in tuition, the income from $6,000, the be. st of Mrs. Anna M. D. Roehle, in memory of her son, on C. Roehle. Maryland State Scholarships Residents of the several counties of Maryland and the six legislative districts of Baltimore are eligible to take the competitive examinations for scholarships at St. John's College. Twenty-nine of these scholarships pay full fees, including tuition, board, and room; twenty-nine pay tuition fees only. They are granted for four years, or in the case of a student already at the College, for the remainder of his course to graduation. In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: 1. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2. Candidates should supply to their respective Senators evidence of their good character and financial need. 3. Appointees will be notified of their appointments by the Senator and by the College. A. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferYa resident of Annapolis, the sum of $30.00 to be applied the cost of tuition. iTHE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP be awarded in tuition, to some deserving student, the me £ram the bequest offered annually under the will of late Friedrich Jonathan van Schwerdtner, in memory of his Friedrich. 0 olarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a · ent of exceptional character and scholarship and of estabd Confederate lineage. This scholarship is applied to tuiand residence fees, in accordance with the needs of the ent selected, and is awarded at present for four years unless appointee fails to maintain the required standa~d in his emic record. Applications should be addressed dlfectly to : Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA pplicants for this scholarship are expected to submit evite that they are of colonial descent and that they the~.es revere the ideals and standards of their forbears. Apph- �64 CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX A canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421 East 6lst Street, New York City. Scholarships at Other Institutions for St. John's Students SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St, John's College. These scholarships are awarded by the Faculty Committee on Scholarships and Student Aid. SCHOLARSHIPS IN MARINE BIOLOGY A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to graduates of St. John's. This scholarship is awarded by the Faculty Committee on Scholarships and Student Aid. A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men, It is non-denominational, and has been so since its founding. It has never been coeducational. It maintains no graduate or professional sc;hools. It is the third oldest college in the United States. - King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 115. Dread Sovereign . . . . Being excited by his present Excellency, Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED. n. AND MAY IT BE ENACTED, by the Kings most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 65 �66 CATALOGUE OF ST. JOHN'S COLLEGE 1776 CATALOGUE OF ST. JOHN'S COLLEGE The original Board of Visitors and Governors was as follows; William West, D.D. Thomas J. Claggett, D.D. Nicholas Carroll John H. Stone William Beanes Richard Ridgely Samuel Chase " John Thomas Thomas Stone " Alexander Hanson Thomas Jennings According to tradition King William's School was used as a gunshop during the Revolutionary War. 1784 St. John's College chartered by the General Assembly of the State of Maryland: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the naine of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or without their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by ·wmiam Paca'h and others. Signer of the Declaration of Independence. James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton" Jeremiah T. Chase Charles Vllallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1785 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College George Washington visits St. John's College. the Faculty of St. John's College: The satisfaction which I have derived from my visit to you:r infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with I entreat you to class me), with the hope of an early and at the same mature manhood. You will do justice to the sentiments which your kind regard toward me by believing that I reciprocate the good wishes contained in your and I sincerely hope the excellence of your seminary will be manifested morals and science of the youths who are favored with your care. GEORGE WASHINGTON ANNAPOLIS, 0 67 * Signers April 17, 1791. of the Declaration of Independence. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George Washington, were also students at the College. 1835 Curriculum during the Principalship of the Reverend Hector Humphreys. First Year Greek Xenophon Herodotus Thucydides Lysias Demosthenes Isocrates Plato Latin Livy Horace Virgil Mathematics Algebra Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism 69 Second Year Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of fames First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English 19th Century Literature c. Welling. Second Year Greek Xenophon Plato Euripides Lucian Latin Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English ~nakespeare 18th Century Literature Third Year Greek Plato .A':schylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods Fourth Year Greek Lectures in Philosophy Plato and Social Science on: Aristotle Plato Aristophanes Aristotle Demosthenes Augustine Latin Thomas Aquinas Tacitus Vi co Lucretius Descartes Persius Bacon Quintilian Bossuet English Pascal Authors of 13th, 14th, Paley and 15th Centuries Locke Mathematics Spinoza Montesquieu Analytic Geometry Calculus Kant De Tocqueville Mechanics Adam Smith Natural Philosophy Fichte Astronomy Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 70 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. l. Classical Course leading to the B. A. begree. 2. Latin Scientific Course leading to the B. L. Degree 3. Scientific Course leading to the B. S. Degree 4. Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of: the traditional program of Classics and Liberal An~ uniqne. in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the carrying on of learning, although these very institutions may become its greatest hindrance through unwise direction and time's dullness, so any institution of learning must require of its students certain marks and signs of their attainments and progress even though misuse of such requirements has often prevented true progress. Their use must entail care. Such requirements are inevitable if an institution is to pronounce public judgment upon its students, that is, to grant degrees. The original title of Bachelor of Arts signified the first officially recognized stage of competence in the seven liberal arts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies competence in the modern equivalent of these arts and sciences. This implies: 1. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four 'Nritten enabling examinations, one in language, one in mathematics, two in 71 Preamble Degrees 'Nays & Means Enablin~ examinations �72 Petition Diss er· tati on (general) CATALOGUE OF ST. JOHN'S COLLEGE laboratory, theoretical and operational, and one oral examination on seminar reading. These examinations are given normally in September after the third year, although the student has the right to demand them in June of the third year. These examinations are largely technical in character. But the technique required must be at all times related to the whole body of the liberal arts and to appropriate subject matters. This relatedness is formally guaranteed by basing the enabling examinations on a list of books named in Appendix I. The examination in language covers general questions of grammar of all four languages, and logic. The mathematics examination covers specifically simple operations in geometry, conics, trigonometry, analytic geometry, and in t~e differential calculus. The examination in laboratory covers specifically the analysis and operation of certain important instruments to be named in Appendix I, p. 74. After having taken his enabling examinations, the student may petition the faculty to accept him as a candidate for the degree of Bachelor of Arts, to be granted at the end of his fourth year. The faculty through a committee then examines the student's record up to the time of the petition together with his performance on the enabling examinations. It may make one of three judgments: either (l) the student is accepted as a candidate for the degree, or (2) he is not accepted but allowed to complete his fourth year of college work, or (3) he is dismissed from the college. In examining a student's record the committee of the faculty especially named for this purpose is at liberty to question the tutors and seminar leaders of the student both past and present, and the student himself, as well as the formal judgment preserved in the way of term marks or examination grades, or any examination papers or yearly theses at hand. It would be a general principle that the faculty not accept as a candidate for the degree any student who had consistently neglected and ignored or had consistently failed in any of the essential divisions of the first three years' program; that is, either language and literature, or the liberal arts, or mathematics and the natural sciences. But the faculty committee, although refusing to accept a student as a candidate for the degree, may judge the student capable of benefiting from the fourth year's work without detriment to the college community. Any student accepted as a candidate for a degree or allowed to remain the fourth year must then indicate a subject for a dissertation, to be agreed upon by the faculty, to be written during his fourth year, and to be publicly expounded, amplified, and interpreted satisfactorily by him prior to the granting of the degree. While the degree can not be granted before the end of the fourth CATALOGUE OF ST. JOHN'S COLLEGE 73 year, the student may request more time to prepare and submit his dissertation for the approval of the faculty. He may even request permission to return to the col~ege for a fifth year, attending what tutorials, laboratories, and semmars he pleases within the limits of college discipline. The student will choose, and the faculty will accept, a subject for dissertation with an eye to all the first four years' work, and not as a piece of specialized research or contribution to knowledge. The Instruction Committee acts as an Examining Board. The duties of the Examining Board are as follows: l. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. APPENDIX I The books of the first three years on which the Enabling Examination are to be focussed are the following: Texts studied in Tutorial Republic Organ on Confessions De Ente et Essentia Sociai Contract Les Pensees Euclid Archimedes Apollonius Ptolemy Galileo Descartes Newton Boole Texts studied in Seminar Iliad Republic Timaeus <Edi pus Poetics Physics Galen Divine Comedy Don Quixote Hamlet King Lear The Tempest Harvey Lavoisier Wealth of Nations Federalist Papers As stated above, the examination in laboratory will cover specifically the operation and explanation of certain important instruments. The following list is arranged under three headings: Elements, Scopes, and Meters. There are two classes of scientific instruments: scopes and meters. The scopes are aids to observation and the meters are aids to measurement. With the former, distinctions Disse:r* tati on (particu· lar) Examining Board �74 CATALOGUE OF ST. JOHN'S COLLEGE of a qualitative kind can be made such as between more and less, up and down, straight and not straight. The latter permit us to make quantitative judgments, that is, to associate through similar ratios some one of a series of numbers with the thing observed. Often the same piece of apparatus can be used either as a scope or as a meter. The elements are certain devices, not scientific instruments themselves, which enter into the construction of different instruments. Elements Solids Crystals Fluids Gases Lever Inclined plane Screw Pulley Floating body Spring Pendulum Magnet Mirror Lens Prism Grating Scopes Straight edge Plumb line, gnomon Compasses, divider Tuning fork Electroscope Telescope Microscope Oscilloscope Stroboscope Meters Scale Ruler Balance with set of weights Spring balance Strength-of-materials testing machine Water clock Barometer Sonometer Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with n1inimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain observations and measurements with some of the above instruments, and in the other to answer questions on the theory and application of some of the elements and instruments. The references for this examination are the mimeographed laboratory notes and the student's written reports of the first three years, as well as the scientific books among the texts named above. APPENDIX C INTERCOLLEGIATE ATHLETICS By STRINGFELLOW BARR, President ST. JOHN'S COLLEGE RADIO PROGRAJ.IS. SERIES II, NO. 3 From Station WFBR in Baltimore, Nov. 20, 1938 I propose to discuss an important step which St. John's College has taken within the past ten days. Many of those who are listening to me, including alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. Those who believed this statement should, it seems to me, be gravely disturbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, but the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democracy. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal college. I suppose I ought to have forseen this. But I didn't. Certainly, there have been enough Carnegie reports, enough magazine articles by candid writers like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money; with costly coaches and costly quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be possible to adapt intercollegiate athletics to educational ends, to pare down schedules, to decline with thanks such games as Army and N. Y. U., and to protect the coaches from criticism if they lost games by refusing to hire athletes. I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum th2.t really required work. Yet I should have known this by analogy. I had 75 �76 CATALOGUE OF ST. JOHN'S COLLEGE knowi:: countless students who withdrew from intercollegiate athletic~ when they entered medical or other professional work. They withdrew because they knew, along with everybody else, that you have to study to earn an M. D. while ordinarily you don't have to study to earn a B. A. The undergraduate fills in his idle time with a~hleti~s, whi~h at its most professionalized is a lot better thing to fill .1d~e time. with. than some other things I know. But suppose there isn t any idle time? Suppose there is just enough leisure time fo~ .healthful outdo~r games? Then every athletic trip becomes a cns1s and not what is known as an "athletic excuse." For students who are really doing serious work know without being told that you can't "make up" for something you should have learned but didn't, by using the magic word "excuse." An excuse may square you with the Dean. It.won't convert ignorance into knowledge. There is no reason on this round earth why securing a liberal education in an ~ndergrad~ate college should be a less serious business than acquirmg a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, .indeed a ~ig~ly or?anized "big" business, intercollegiate athletics. For this big busmess has its own exigencies: those who won't meet them had better keep out. . !ha~ big busi~ess su~stitutes spectator psychosis for actual part1opat10n, .cheermg sect10ns for playing teams, an orgy of sportsgoods ~qmpment for costumes fit to have fun in, large business staffs with long-term. schedules for the old-time impromptu challenge of natural antagomsts, monotonous physical drill for learning to pla~ ~~ pl~ying, pressure from fellow-students for zest to play, the ex.hib1t10.m~m of star performers for the satisfaction of playing well because it is more fun to play a game well than badly, The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, t~ese things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms ?f h:alth, recre~ti~n, skill, and co-ordination. To get that support, It will expand its mtramural athletics. More varieties of sport will CATALOGUE OF ST. JOHN'S COLLEGE be offered and more facilities. Our colleges are often abusively called country clubs. I want to see SL John's offer the sort of athletic facilities a good country club offers, Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the Col· lege but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as :naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �CATALOGUE OF ST. JOHN'S COLLEGE APPENDIX D THE COLLEGE AND THE NAVY STATEMENT OF POLICY OF THE BOARD OF VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE WITH REFERENCE TO THE NAVY DEPARTMENT'S PROPOSAL TO ACQUIRE THE COLLEGE CAMPUS-NOVEMBER 21, 1945 On April 21, 1945, the Board of Visitors and Governors of St. John's College took notice of persistent rumors that the Navy Department intended to condemn the College campus, although no direct approach had then been made to the College by the Navy Department. The Board, recognizing their simple patriotic duty, and recognizing the paramount power of the United States Government to condemn property in the national interest, made a formal statement of their willingness to yield the historic campus if the Government should find and declare the acquisition a genuine national necessity and not a mere convenience. The Secretary of the Navy, in reply to the Board's statement, wrote that "it now appears" that .the expansion of the Naval Academy would require the immediate acquisition of the ca~p~~- ~e also advised the Board that final authority and respons1b1hty m the matter lay with the Congress. The Navy Department then submitted to the Na val A~airs Committees of the House and the Senate for approval Pro3ect 460-C, covering the proposed acquisition. The wording of the project, and the testimony of high naval officers at the hearings before both Committees, reveal clearly that the project was submitted under the erroneous impression that the Board was "willing ~o sell". Accord· ingly, at the first hearing before the House Committee on June 4, 1945 the matter was treated as a routine project, and the College was ~ot advised such a hearing was to be held. Typical of the misunderstanding was Admiral IVIoreell's reply to a member of the House Committee during the first hearing that there was a "favorable inclination on the part of the authorities of St. John's to sell". Many such statements appear in the records before the two Committees. Representatives of the College appeared at a subsequ~nt hearing of the House Committee on June 12, 1945, and at a hearm_g of the Senate Committee on June 20. The Board finally felt it necessary to state to both Committees at the late_r _hearings on October 2, 1945, that they "would not and will not w1llmgly sell the historic campus at any price." The Board feel that it was most unfortunate that the project had proceeded so far before the record could be set straight on this simple but vital point. Had the Navy 78 79 representa_tives understood_ the ~oard's position at the outset, the Board believe that the pro3ect might not have been submitted, an d the prolonged controversy could have been avoided. During the past seven months since the Board's statement 011 ~pril_ 21, 1945, the House Committe~ has held three hearings covermg six ~ays, and the _Senate Committee has ~eld two hearings on the project. After this protracted study, neither Committee has found or declared that the acquisition is a genuine national necessity. On the other hand, the record shows that use of the Colleo-e campus for an Academy dormitory would be at most a more co~­ venient means of expansion than the use of other available land in Annapolis. At the hearings the vital issue of national necessity was actually reduced to a discussion of the number of feet midshipmen would have to walk to and from classes under alternate proposals for the location of a new dormitory. Accordingly, the Board believe that it is now abundantly clear that the Navy's desire to acquire the St. John's campus has not been proved to be essential in the national interest. The Chairman of the House Committee has stated that his Committee will take no further action until the Congress has determined a revised program for training naval officers. It must be obvious, however, that this question of officer training cannot be decided until the current proposals for amalgamation of the armed forces have been fully debated and finally settled. This process may take many months. Meanwhile, the position of the College has become plainly intolerable. The present facilities of the College will soon be taxed to care for a student body abnormally enlarged by the welcome return of young men who left College to enter the armed forces. Plans for new building, interrupted by the war, and uncertainty over the Navy's proposal, must be pushed. It is now clear that the Navy Department's project was launched in misunderstanding; that the extensive testimony before the Committees fell far short of establishing national necessity for this unprecedented use of the power of eminent domain; that failure of the Committees to act after their long and exhaustive inquiry is in itself evidence that no such necessity exists. In the light of these developments in the long interval since the Board's statement of policy, made on April 21, 1945, that statement is no longer a realistic or relevant statement of the Board's duty as trustees, and is hereby withdrawn. The Board therefore regard the unfortunate episode as concluded, and trust that the Naval Academy and St. John's College are now free to proceed in mutual respect and harmony, as neighbors, to get on with their respective functions. The Chairman is directed to transmit copies of the statement to �80 CATALOGUE OF ST. JOHN'S COLLEGE the Chairmen of the Naval Affairs Committees of th~ Senate and House, with the respectful request .that ~uch Committees. declar.e that the acquisition is not in the nat10nal mterest. The Chairman is further directed to transmit a copy of the statement to the Se~retary of the Navy through the Chief of the Bureau .of Personnel, with th~ respectful request th~t ~roject 4?0-C be withdrawn. The Boar e believe that simple Justice reqmres that further damage to th College be stopped, and that the Government, through t~ese · should therefore without further delay or reservation, ao-ennes, ' · d ~ake public declaration that the Government does not mten to acquire, in any manner, the campus of ~t. John's C~ll~ge: Finally, the Board wish to record their deep ~PJ:?Ienauon of the loyal support of the St. John's Alumni Assona~10~, and of the hundreds of other independent persons an~ or?amzat10n~ who have rallied to the aid of the College during this. difficult period. BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier. February 1939. · BARR, STRINGFELLOW: The Art of Liberation, Free America, September and October 1939. Reprints available. -----: A College in Secession, Atlantic Monthly, July 1941. Reprints available. -----: The College of the Future, New York Times, May 9, 1943; Magazine Digest, November 1943. -----: A College Rebels, The Key Reporter, Phi Beta Kappa News Magazine, Autumn 1938. -----: Back to Fundamentals in Education, Talks, October 1937. Reported from an address given over the Columbia Broadcasting System. The Education of Freemen, The New Republic, August 31, 1942. The Ends and Means of General Education, Address, Proceedings of the Fifty-third Annual Convention of the Middle States Asso. of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. The Future of the American College, London Economist, July 3, 1943, also American Survey, July 3, 1944. -----: John Doe Goes to St. John's, Progressive Education, January 1939. Reprints available. -----: The St. John's Program, Encyclopaedia of Modern Education, The Philosophical Library, Inc., 1943. -----: The St. John's Program, The Virginia Spectator, December 1938. -----: Suspending Education, Address, February 4, 1943. Columbia Broadcasting System, -----: Towards a Disciplined Mind, Address, Proceedings of the Head Mistresses Asso. of the East, November 10-11, 1939. -----: The War and the Colleges, Two Radio Addresses, May 1942. Reprints available. BucHANAN, ScoTT: Back to First Principles, Survey Graphic, October 1939. Also in How Can We Be Taught to Think, Farrar & Rhinehart, 1940. -----: A Crisis in Liberal Education, The Amherst Graduates' Quarterly, February 1938. Reprints available. BULL, GEORGE, S. J.: St. John's Experiment to Reclaim a Lost Heritage, America, April 23, 1938. CAMP, LEO LEONARD: St. John's, Annapolis-After Five Years of Operation, The Commonweal, October 22, 1943. -----: Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Record, Baltimore, Md., March 23, 1938. 81 �82 CATALOGUE OF ST. JOHN'S COLLEGE DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's, Part I, "Education in Retreat," and Part H, "The 'Great Books' and Progressive Teaching," The New Leader, May 27 and June 3, 1944. KIEFFER, JoHN S.: The Classical Revival at St. John's, The Classical Journal, December 1939. Journal of Educational Sociology, The: St. John's College: A Critical Appraisal, November, 1944. Edited by Alonzo Myers. LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMANN, WALTER: Crisis and Reform in Education, The New York Herald Tribune, February 15, 1943. - - - - - The St. John's Program, The New York Herald Tribune, December 2.7, 1938. Reprints available. LYND, HELEN MERRELL: Conflict in Education, New Republic, May 22. 1944. MARTIN, W. A. P.: 31, 1937. The Revival of Learning, The Commonweal, December MAYER, MILTON S.: Socrates Crosses the Delaware-St. John's College and the Great Books, Harpers Magazine, June 1939. MEIKLEJOHN, ALEXANDER: A Reply to Mr. Dewey, Fortune Magazine, January 1945. PRICE, JAMES HARRY: Click and Pick vs. the Atlantic, The Churchman, Christmas 1942. PRINGLE, HENRY F.: College With an Idea, The Saturday Evening Post, October 14, 1944. TALIAFERRO, R. CATESBY: Concerning the New Program at St. John's, The Maryland Club V\loman, February 1938. VAN DOREN, MARK: Education by Books, The Nation, December 6, 1933. WARREN, CONSTANCE: Liberal Education in the Post-War World, Journal of the American Association of University Women, Spring, 1944. ST. JOHN'S COLLEGE BULLETINS REPORT REPORT REPORT REPORT REPORT OF OF OF OF OF THE THE THE THE THE PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, PRESIDENT, April 1939. Reprints available. April 1940. Reprints available. May 1941. Reprints available. June 1942. Reprints available. June 1943. Reprints available. BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Education, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. CATALOGUE OF ST. JOHN'S COLLEGE 83 AMERICAN LIBRAR~ AssocIATION: Classics of the Western World, with forewords by _John Erskme and, Everett Dean Martin. One of the book lists out of which the .st .. John~ program grew, this pamphlet contains valuable secon~ary b~bl!ograph1cal material. It was first published in 1927 b the Amencan Library Association for the use of adult classes. 1941. y HUTCHINS, ROBERT M.: Education for Freedom Louisiana State 1943. ' u mvers1'ty · p ress, MARITAIN, JACQUES: Education at the Crossroads Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education between Tw~ Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W N t 19 · or on, 42. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt & Co., 1943. �CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE JANUARY - JUNE, 1945 FOURTH YEAR-CLASS OF 1946 (BECAME SENIORS IN JANUARY, 1945) Thomas James Cosgrove ...................... Bayonne, New Je~sey Thomas Irwin Fulton, Jr ..................... Irwin, Pennsylvama Allen Zimmerman Harvey .................... Frostburg Robert Frederick Novak ...................... Baltimore Benjamin Franklin Pumphrey, Jr .............. Annapolis . Harry Charles Rockey ........................ Philadelphia, Pennsylvama Irwin Robert Tucker ......................... Bayonne, New Jersey 1 Henry Theo d ore W ense, J r .................. · Oak Ridcre ' Tennessee " THIRD YEAR-CLASS OF 1947 1945) (BECAME JUNIORS IN JANUARY, Carl Henry Bruggrnann ...................... Washington, District of Columbia John Brunn ............................. New York, New York Tristram Joseph Campbell, Jr. ................ Silver Spring Ch'ao-Li Chi . . New York, New York Peter Clogher ......... : : : : : : ·.:::::::::::::Englewood, New Jersey Robert Mitchell. Courtright .................. Sumter, South Carolina John Scott Desjardins ......................... Scarsdale, New Yorkk Salvatore Carmelo DiGrande ................. New York, 1:'fe".' Yor Duane Kay Furbush...... . . . . . . ............. Paln_iyra, M1ch1gan Allen Abbev Goldstein ....................... Baltimore William Edwin Harris ...................... Saginaw, Michisan Harry Gerald Haxby ......................... Mariemont, Ohio Richard Eagleston Jameson. . . . . Fallston . . . Archer Jones ................................ Richmond, V1~g1~ia . Ira Wendell Marine ......................... Washington, D1stnct of Columbia John Mathew Morgan ....................... Toledo, Oh.io . Charles Arthur Nelson ....................... Berwyn, Illm01s James w. Ray ........................... Worceste.r, Massachusetts Larry Winter Roeder ........................ Annapolis William Warfield Ross ................ Bethesda Rowell Anton v M. Schleicher ................ Forest Hills, New York William Kyle Smith, Jr ....................... Annapolis Eu"ene Victor Thau ......................... New York, New York " ·n George Montgomery VanSant ................. Hyattsv1 e Robert Russell Weiss ........................ Federalsburg George Patrick Welch, Jr ...................... Providence, Rhode Island THIRD YEAR-CLASS OF 1947 (BECAME JUNIORS IN MARCH, 1945) . Abb ....... Frederick Irving Victor · · · ·: · · · · · · · · · · · · · · · c----'- _ n·b N , v ,.1z Stephen Gordon Bened1cc ................... ·"''uuo,vu" '' .eN ,o_ Arthur Oudry Davis, Jr ....................... Coshocton, Ohio Julian Abbott Dorf .......................... Chestertown 0 _ 84 85 Arthur Eugene Dunsmore, Jr .................. Chevy Chase N~t~aniel Isaac J?urlach ..................... New York, New York William Paul Elliott ......................... Aurora, Illinois Theodore David Ernst ....................... Cordova Sidney Hugh Fitch .......................... Glenelg John Gormly................................. Sewickley, Penns l · · · y J osep l1 I gnatm~ K'll orm'. J r. .................. Savannah, Georgia vama t John Newton Lmdsay Opie .................... Norfolk, Virginia Roger Clark Stone ........................... Conowingo John Van Doren ............................ New York, New York SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN JANUARY, Donald Grant Bounds ....................... Salisbury Samuel Henry ~oleman, III .................. Roanoke, Virginia Donald Semadem Elliott ...................... Lutherville Stafford Gorman Whittle Johnston ............ Roanoke, Virginia Clarence Robert Morris, Jr .................... Randolph Field, Texas Oswald Nagler .............................. Perry Point Adrian Georges Skeha~ ...................... Ridgewood, New Jersey Langford Wheaton Smith, Jr .................. Berkeley, California John Henry Thomas . . . . . .............. Racine, Wisconsin George Robert Trimble, Jr .................... North East SECOND YEAR-CLASS OF 1948 1945) (BECAME SOPHOMORES IN MARCH, Thomas Harry Blatt ................ Baltimore Richard Tallant Carruthers, Jr ................ Astoria, Oregon Ray Charles Cave ........................... Aberdeen Proving G:round John Wheelwright Cobb ..................... Brookline, Massachusetts George Harris Collingwood, Jr ................. Washington, District of Columbia Charles Wyman Grover ....................... Gloversdale, New York David Abbey Hooker ........................ White Plains, New York David Barrington Lowdenslager .............. Baltimore William James Robinson ..................... Erie, Pennsylvania Alan Richard Schutz ........................ Chicago, Illinois Austin Stevens ............................... \Vestport, Connecticut A. Allen Straumfjord ........................ Astoria, Oregon Robert Charles 'Wilson ...................... Los Angeles, California FIRST YEAR-CLASS OF 1948 (ADMITTED IN OCTOBER, 1944) .......... Baltimore Frank Burton Abrahams Leod Daw Becker, Jr.......... . .... Arlington, Virginia William Chester Buchanan, Jr.. . . . . . ...... East Lansing, Michigan Roger Haugh Callender ....................... Chicago, Illinois George Warton Carden ........ Upper Marlboro Peter John Davies . . . . . ............... New York, New York Kurt Elmer ..................... New York, New York ................ Baltimore Joseph Gordon Erberts Robert Barry Feldman ....................... Baltimore �86 CATALOGUE OF ST. JOHN'S COLLEGE Ralph Charles Finkel ........................ Baltimore Marcus Bartlett Finnegan .................... \Vest Point, New York Peter Alden Franken ........................ Lyme, Connecticut Louis Irvin Frid. . . ........................ Baltimore Donald Claude Gooch .............. Abbeville, Louisiana Frederick Russell Hinckley, Jr.. . .......... Salt Lake City, Utah Andrew Kalenak .... ._ ............ Nanty-Glo, Pennsylvania David Micheal McAllister . . . . ............. Snow Hill Robert Laird McLaughlin ................. Sedalia, Missouri Jack Lancaster Mason ................ Havre de Grace Richard Lewis Matteson ................ Frostburg Bob Edmund Nichols ................. El Cajon, California Jules Olympio Pagano ........................ New York, New York LeRoy Edward Pagano ............... New York, New York David Duane Patton .............. Grantsville Eugene Francis Phelps .................... Elkridge John A. Pirrera ....................... Rochester, New York Dean Mills Roberston ................ South Bend, Indiana Sidney Joseph Rosenthal ............. Baltimore William Westerman Simmons ................ Cedar Rapids, Iowa SUMMARY OF ENROLLMENT Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Third Year (Promoted in January)........ . . . . . . . . . . . . . . . . . . . . . . . . 26 Third Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Second Year (Promoted in January). . . . . .. . .. . . . . . . . . . .. . .. . . . 10 13 Second Year (Promoted in March). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Total in College .... ........ 100 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE FOR ACADEMIC YEAR BEGINNING SEPTEMBER 18, 1945* FOURTH YEAR-CLASS OF 1946 Douglas Buchanan ........................... Annapolis ;rhomas Ja~es Cosgrove ...................... Bayonne, New Jersey Thomas Irwm Fulton, Jr. ..................... Irwin, Pennsylvania Allen Zimmerman Harvey ..................... Frostburg Robert Frederick Novak ...................... Baltimore Irwin Robert Tucker.. ............ .Bayonne, New Jersey THIRD YEAR-CLASS OF 1947 Irving Victor Ab b . . ........................ Frederick Ted Barber . . . . . . ........................ Bellaire, Ohio Stephen Gordon Benedict. . .......... Scarborough, New York Stephen Windsor Bergen. . ....... St. Albans, New York Carl Henry Bruggmann. . ........ Washington, District of Columbia Tris tram Joseph Campbell, Jr.. . .. Old Orchard Beach Maine Ch'ao-Li Chi . . . . . . . . . . . . ............... New York, New York John Scott Desjardins ........................ Scarsdale, New York Salvatore Carmelo Di Grande .................. New York, New York Julian Abbott Dorf. . ...... Chestertown 'William Paul Elliott. . ...... Aurora, Illinois Theodore David Ernst. . ....... Cordova Francis Thomas Evans, Jr... . ...... Alexandria, Virginia Allen Abbey Goldstein. . .......... Baltimore John Gormly ................. Sewickley, Pennsylvania William Edwin Harris. . ....... Saginaw, Michigan Joseph Francis Hollywood, Jr.. . ....... Forest Hills, New York Richard Eagleston Jameson. . ......... Fallston Archer Jones . . . . . . . . . . . ............ Richmond, Virginia Joseph Ignatius Killorin, Jr.. . .......... Savannah, Georgia John Mathew Morgan.. . ....... Toledo, Ohio Robert Wilson Mueller. . ......... Milwaukee, Wisconsin Charles Arthur Nelson. . ........... Berwyn, Illinois John Newton Lindsay Opie. . .......... Alexandria, Virginia Rowell Anton v M. Schleicher ................ Forest Hills, New York Ja:n~s Willard Sharp... . ........... Freeland, Pennsylvania Wilham Kyle Smith, Jr.. . .......... Annapolis Roger Clark Stone. . . . ............ Conowingo Eugene Victor Thau.. . ............. New York, New York Charles Lincoln Van Doren. . ............. New York, New York John Van Doren. . ............ New York, New York Robert Russell 'Weiss. . ............. Federalsburg George Patrick Welch, Jr.... . ............... Providence, Rhode Island Andrew Shreffler Witwer, Jr. ................. Joliet, Illinois " Program of deceleration went into effect at this time. 87 �88 CATALOGUE OF ST. JOHN'S COLLEGE SECOND YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Samuel Bancroft Bird, Jr ...................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Los Angeles, California William Chester Buchanan, Jr................. East Lansing, Michigan Ray Charles Cave. . . . ...................... Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York Samuel Henry Coleman, III. .................. Roanoke, Virginia Robert Orval Davis ........................... Scottdale, Pennsylvania Vernon Ellsworth Derr ........................ Baltimore Alan Dale Eckhart. . ........................ Winnetka, Illinois Donald SeY:!radeni Elliott ...................... Lutherville Robert Barry Feldman. . . . ................... Baltimore Ralph Charles Finkel. ....................... Baltimore Henry Raymond Freeman, III. ............... Sewickley, Pennsylvania Clarence Westcott Gallup, Jr .................. Englewood, New Jersey William Michael Goldsmith ................... Forest Hills, New York Donald Claude Gooch ........................ Abbeville, Louisiana Bernet George Hammel ....................... Orange, New Jersey Chester Peter Hewitt. ......................... Woodmere, New York Frederick Russell Hinckley, Jr ................. Salt Lake City, Utah David Abbey Hooker ......................... White Plains, New York Christian Arneson Hovde ..................... New York, New York Arthur David Kelso, Jr. ....................... Linthicum Heights David Barrington Lowdenslager. . . . . . Baltimore John Duncan Mack....... . ................ New York, New York Michael Joseph Manley ....................... Cumberland Alan Schutz Maremont ........................ Chicago, Illinois Jack Lancaster Mason ......................... Havre de Grace Richard Lewis Matteson. . .................. Frostburg Clarence Robert Morris, Jr .................... Austin, Texas Oswald Nagler ............................... Perry Point Jules Olympio Pagano ........................ New York, New York Morris Albert Parslow ......................... Muskegon, Michigan David Duane Patton .......................... Grantsville Milton Perlman .............................. Memphis, Tennessee Eugene Francis Phelps ........................ Elkridge Robert Julian Scolnik ......................... New York, New York William Westerman Simmons ................. Cedar Rapids, Iowa Langford Wheaton Smith, Jr. ............. : .... Berkeley, California Robert Treat Thompson ...................... Oakland, California Gene Perkins Thornton ....................... Greensboro, North Carolina George Robert Trimble, Jr. ................... North East Robert Charles Wilson ........................ New York, New York FIRST YEAR-CLASS OF 1949 (ADMITTED IN SEPTEMBER) Clarence Alfred Anderson, II ................ : .Randolph, New York Robert Lord Arner ........................... Washington, District of Columbia Charles Crittendon Baldwin, Jr ................. Flushing, New York Teddy Franklyn Betts ........................ Hilton Village, Virginia Vincent John Buranelli.. . . . . . . . . . . . ......... Tenafly, New Jersey CATALOGUE OF ST. JOHN'S COLLEGE 89 Robert Whitehouse Burnet. .................. New Rochelle, New York James Watson Conrad. . ................. Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr.. . ................. Michigan City, Indiana Edward Francis Daley, Jr. .................... Bridgeport, Connecticut David Antony Drexel. ........................ Southern Pines, North Carolina Charles Thomas Eunick, Jr .................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ........................... Bowling Green, Kentucky Richard MacDonough Frank .................. Louisville, Kentucky John Anthony Franken. . ................. New York, New York Alan Lawrence Gargle ......................... Brooklyn, New York James McCosh Gibson ........................ Grasonville Anton Gysberti Hardy, Jr ..................... Manchester, Vermont Allan Paul Hoffman .......................... Lawrence, New York Zachariah Howard Jaquett ................... Sudlersville Percival Cleveland Keith, Jr. .................. Peapack, New Jersey Wayne Sefton Kerwood ....................... Fairfax, Virginia Jack Konigsberg .................... Brooklyn, New York Clarence Jay Kramer ......................... Muskegon, Michigan Ian Campbell Lea ............................ Lake Bluff, Illinois Robert Thomas Lester ........................ Garrett Park John James Lobell ..................... Baltimore Peter Kirkham MacNaughton ................. Baltimore Robert Irwin Marshall ....................... Chicago, Illinois Reinardo Patrick Louis Moure ................ LaPlata John Miller Patton ........................... Grantsville Arthur Robert Platz. . ....................... Detroit, Michigan Gomer Spieker Rees, Jr ....................... Moorestown, New Jersey James Pedro Salinas. . ............. Baltimore Philip Allen Scott. . ............. Hagerstown Thomas Robert Seward ....................... Chester Lionel Spencer Starer ........................ Utica, New York Eric Albert Teel. ............................ Lansing, Michigan John Calvin Wallace ......................... Chevy Chase David Baer Weinstein. . ............... Brooklyn, New York Terry Hutchison Wells ........................ Evanston, Illinois FIRST YEAR-CLASS OF 1949 (ADMITTED IN JANUARY) Robert John Austin....... . ............... Antwerp, New York Herbert Joseph Baer, Jr ....................... Hamberg, New York Aaron Morris Bisberg ......................... Mt. Vernon, New York Eugene Bokras . . . . . . . . . ............. New York, New York Lynn Joseph Boze ............................ Dallas, Texas Melvin Allen Braunstein. . ............ Pittsburgh, Pennsylvania William Albert Brilliant. ..................... Berkeley, California Daniel Brockhuizen . . . . . . . . . . .......... Saddle River, New Jersey Jonathan Erskine Brooks ...................... Rocky River, Ohio Philip Albert Camponeschi .................... Baltimore Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing . . . . . . . . . . . . . . ............ Wellesley, Massachusetts Rudolph Charles Ellsworth, II ................ Chicago, Illinois Solomon Sidney Fine bl um. . .......... Baltimore Robert Flottemesch .......................... Baltimore �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, DECEMBER 16, 1945 Paul Albert Frasca ............................ Flushing, New York Jay Foster Fudge ............................. New York, New York Peter Van Vechten Hamill .................... Round Bay John Phelan Hayden ......................... Chevy Chase George William John ......................... Milwaukee, Wisconsin Chester Arthur Johnson ...................... Arnold Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Francis L. Key ............................... Carthage, Tennessee William Reynolds Lieb ........................ Rancho Santa Fe, California Gordon Eyman McNamee ..................... Arlington, Virginia Michel Mok, II ............................... New York, New York Edward Hector Mongeau ..................... Fall River, Massachusetts Chester Gilbert Moore, Jr .................... Chicago, Illinois Joseph Parker Morray. . ............... Chicago, Illinois Eugene Francis O'Neill ....................... Yonkers, New York David Burke Rea ............................. Three Rivers, Michigan Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke .......................... Los Angeles, California Bradley Johnson Saunders, Jr .................. Kansas City, Missouri Leon Hyman Socks ........................... Chambersburg, Pennsylvania Guy Oliver Walser, Jr. ...................... Sayville, New York Lawrence Michael Welch ..................... Indianapolis, Indiana William Howard Wilmot ...................... Bethesda Richard Weston Young ....................... Winter Hill, Massachusetts BACHELOR OF ARTS Cum Laude Thomas James Cosgrove ...................... Bayonne, New Jersey Thomas Irwin Fulton, Jr.. . . ......... Irwin, Pennsylvania lrwin Robert Tucker ......................... Bayonne, New Jersey HONORS AND PRIZES AWARDED, DECEMBER 16, 1945 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .......................................... Irwin Robert Tucker To the member of the Senior Class who has written the best final essay, a prize of $30.00. Offered under the Will of the late Judge Walter I. ................. Irwin Robert Tucker Dawkins ....... . SUMMARY OF ENROLLMENT Fourth Year Third Year ..... . Second Year ............. . First Year (Admitted in September) ............... . First Year (Admitted in January) .. 6 34 44 41 40 . .... 165 Total in College . DEGREES CONFERRED DECEMBER 10, 1944 BACHELOR OF AR TS Rite Robert Luther Campbell, Jr.. . . . . . . ......... Hagerstown Frank Bush Marshall, Jr....... . . . ... Baltimore Erich Nussbaum ........... . .Annapolis Harry Fletcher Pfeiffer, Jr... . ....... Baltimore Cum Laude Verne Schwab ............................... Greenbelt HONORS AND PRIZES AWARDED, DECEMBER 10, 1944 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors............... . ....... . 91 ... Verne Schwab �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absence, excuses for ............... 36 Academic standing ........... 36ff, 35f Activities . . . . . . . . . . . . . . . . . . . . . . . 49ff Athletics .................. 50, 75ff Clubs ......................... 51£ Dramatics ...................... 51 Music ................... 24, 46f, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements . . . . . . . . . . . . . . . . 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing . . . . . . . . . . . . . 57 Aid, student .................... 6lff Applications Admission . . . . . . . . . . . . . . . . . . . . . -06 Student Aid . . . . . . . . . . . . . . . . . . 61£ Rooms ......................... 53 Scholarships. . . . . . . .. . .. .. . . .. . 62ff Articles, magazine, on St. John's ... 81£ Athletics .................... 50, 75ff Attendance Church ........................ 66 Classes ........................ 36 College exercises . . . . . . . . . . . . . . . 36 Bible class ..................... 51 Board of Visitors and Governors .. 6, 7 Boat Club . . . . . . . . . . . . . . . . . . . . . . 50 Books, list of great. .............. 18ff Chronological . . . . . . . . . . . . . . . . . 40f By years ...................... 42 By subject matters .............. 43 Calendar, College .......... .4, 5, 30ff Campus .......................... 52f Caution Money ............... 53f, 59 Charges, fixed . . . . . . . . . . . . . . . . . . . 59 Charter of College. . . . . . . . . . . . . . . . 66 Of King William's School. ....... 65 Classics, new definition of .... 18ff, 20ff Clubs, College ................... 51£ College Calendar ............ 4, 5, 30ff Collegian ........................ 51 Credits Semester hours ................. 37 For entrance to graduate schools ................... 37f, 71 Transfer of . . . . . . . . . . . . . . . . . . . . 57 Curriculum Elective system . . . . . . . . . . . . . . . . 16£ St. John's 1835 ................. 68 92 St. John's 1868 ................. 69 St. John's 1886-1923, block elective 70 St. John's 1923-37, open elective .. 70 Degree Requirements ........ 36f, 7lff Dining Hall . . . . . . . . . . . . . . . . . . . . . 54 Discipline .................... 36, 53 "Don Rags" .................. 31£, 35 Dramatics. . .. .. . .. . .. . .. . . . .. . . .. 51 Elective Program ............. 16f, 70 Engineering Scholarships at Johns Hopkins ..................... 64 English, admission requirements. . 55£ Enrollment . . . . . . . . . . . . . . . . . . . . . 84ff Summary ...................... 90 Entrance Examinations . . . . . . . . . . 56f Essays ........................... 32 Examinations Entrance . . . . . . . . . . . . . . . . . . . . . 56f Oral ...................... 31£, 71£ Written ................... 32, 71£ Annual ........................ 32 State Scholarship . . . . . . . . . . . . . . 62 Excuses, for absence ............... 36 Expenses ....................... 58ff Faculty List . . . . . . . . . . . . . . . . . . . . . . . . . . 9ff Author teachers ............. 18, 33 Tutors......... . ............. 9ff Fellows........................ 9 Research . . . . . . . . . . . . . . . . . . . . . 32ff Re-education of . . . . . . . . . . . . . . . 35 Appointments . . . . . . . . . . . . . . . . . . 35 Fees College finances . . . . . . . . . . . . . . . 58 Examination . . . . . . . . . . . . . . . . . . . 58 Annual. ....................... 58£ Tuition . . . . . . . . . . . . . . . . . . . . . . . 58f Residence . . . . . . . . . . . . . . . . . . . . . 58f Payments . . . . . . . . . . . . . . . . . . . . . . 59 Deferred payment . . . . . . . . . . . . . 60 Caution money ............. 53f, 59 With financial aid ... • .......... 61£ Foreign Language Admission requirements ...... 2, 55f See Greek, Latin, French, German French ................... 25f, 44, 55f Freshmen, list of .......... " . . . . . 88ff German .................. 25f, 44, 55f G.I. Bill of Rights .............. 57, 60 Grades ......................... 31£ Graduate Schools, preparation for ........................ 37ff Greek ................... 25f, 44, 55f History Of College . . . . . . . . . . . . . . . . . . . 65ff Chronological order of classics 22, 40f In St. John's Program ........ 22, 43 Infirmary Service . . . . . . . . . . . . . . . . 54 Instruction Methods in St. John's Program ............... 22ff, 49ff Juniors, list of ................ 84f, 87 King William's School. . . . . . . . . . . 65f Laboratory . . . . . . . . . . . . . . . . . . . . . . 30 Exercises. . . . . . . . . . . . . . . . . . . . . . 46ff Total Hours . . . . . . . . . . . . . . . . . . 45 Subject Matter . . . . . . . . . . . . . . . . 45f Language, reasons for instruction in. 25f Requirements ........... 37, 44, 71ff Tutorials .................. 25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature ......................... 42f Latin ..................... 25f, 44, 55f Latin Club ...................... 51 Law School Preparation .......... 38ff Lectures, formal ................. 28f Liberal Arts and Sciences .. 14ff, l 7f, 21 List of Great Books, Classics. . . . 40ff List of Laboratory Exercises. . . . . . 46ff List of Lectures . . . . . . . . . . . . . . . . . 29 List of Students . . . . . . . . . . . . . . . . 84ff Literature, Language and ........ 42£ Location of College. . . . . . . . . . . . . . . 52 Marine Biology .................. 64 Marks .......................... 35f Mathematics, reasons for instruction in .......................... 26f Admission requirements . . . . . . . 55f Requirements .............. 37, 71£ Tutorials . . . . . . . . . . . . . . . . . . . . . 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club ........................... 51 Medical Schools, preparation. . . . . . 39 Music ..................... 24, 46f, 50 Concerts . .. .. .. .. .. .. .. .. .. . .. 50 Natural Science .............. .43, 45f Occupancy of Dormitory Rooms. . 52f 8 Officers of Administration. . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . . . . . . . . . 43 Preparation For admission . . . . . . . . . . . . . . . . 55f 93 For graduate schools ........ 37f, 71f For life . . . . . . . . . . . . . . . . . . . . . . l 4ff President Former .................... 13, 67ff Present . . . . . . . . . . . . . . . . . . . . . . . 8 Emeritus . . . . . . . . . . . . . . . . . . . . . . . 13 Probation . . . . . . . . . . . . . . . . . . . . . . . 36 Procedure for Admission. . . . . . . . . 56f Promotion . . . . . . . . . . . . . . . . . . 36, 71£ Reading Parties . . . . . . . . . . . . . . . . . 32 Registration ............... .4, 5, 56f Regulations Admission. .. .. . . .. . . . .. . . . . . . . 55f Academic Standing . . . . . . . . . . . 35ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree Requirements ...... 36f, 7lff Residence. .. . . . . . . . . . .. . . . . . . . 52ff Religion Non-denominational ........... 65£ Reports ........................ 31£ Requirements Admission . . . . . . . . . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree ................... 36f, 7lff Graduation ................ 36, 7lff Languages, for degree ... 37f, 44, 71f Languages, for admission ....... 55f Mathematics, for degree. 37f, 44£, 7lf Mathematics, for admission. . . . . . 55 Familiarity with Great Books ... 7lf Residence. . . . . . . . . . . . . . . . . . . . . 52ff Research. . . . . . . . . . . . . . . . . . . . . . . . . 35 Residence. . . . . .. . .. . . . . . . . . . . . . . 52ff Rooms .......................... 52ff For new students. . . . . . . . . . . . . . . 53 For old students. . . . . . . . . . . . . . . . 53 Furnishing . . . . . . . . . . . . . . . . . . . . 52f Occupancy. . . . . . . . . . . . . . . . . . . . . 52f Caution money .............. 54, 59 Schedules Weekly ....................... 30£ Student, typical . . . . . . . . . . . . . . . . 32 Term ................... .4, 5, 31£ Years .................... .4, 5, 31£ Payment of fees. . . . . . . . . . . . . . . . 59 Scholarships. . . . . . . . . . . . . . . . . . . . . 6lff College ....................... 61£ State ........................... 62 Patriotic Societies . . . . . . . . . . . . . 63f Athletic. . . . . . . . . . . . . . . . . . . . . . . . 77 At other institutions. . . . . . . . . . . . 64 Science In modern world. . . . . . . . . . . . . . 21£ In St. John's Program ... 21£, 30, 45ff �~- 94 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory. . 2lf, 30, 45ff, 7lff Liberal 2lf Classics in science ......... . .42f Semester-Hour Credits Equivalent 37 Seminars ........... 24, 27f, 72 Seniors, list of. .84, 87 Social Sciences .......... 22, 43 Sophomores, list of. . . .......... 86ff Staff, administration 8 Faculty ............. . 9ff Medical. . ................ . 54 Standing, academic 35£ Student Activities 49ff Athletics 50 Elective ....... . 49ff 50 Music Clubs 51£ 51 Publications. Dramatics. 51 Student Aid 6lff Students List of 84ff Theological Schools, preparation. 38 Transfer of credits . . ... 39, 57 Tuition Fee . . . . ........... 58£ Tutorials . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . 25£ Vacations ........... 4, 5, 30ff Veterans' Educational Benefits .. 57, 60 51 Year Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: 250th Anniversary; Official Statement of the St. John's Program, Catalogue 1945-1946 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 94 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: 250th Anniversary; Official Statement of the St. John's Program, Catalogue 1945-1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-05 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 1945-1946 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/67acbf32492d03b05482fa64c16428e6.pdf 8c1dc38b2621318979d6a158901ab848 PDF Text Text Page 8 ST . J OH N' S C OLLEGIAN There are ideas behind paintings and schools of paintings. We may compare the ideas and pass judgment on them, or may consider them as a natural growth. The ability with which the artist expressed his idea may be contemplated upon, too. If one were to try to evaluate a painting of Rembrandt 's it would be wise to compare his ideas of light with his contemporaries, to see how they differ, and also compare the individual painting to some of his ot~er~ . It would not seem fair to judge his pamtmgs by the standards of Salvadore Dali or a Chinese scroll painting, or vice-versa. ' Many people judge paintings solely on their technique without looking into the m atter any further. T echnique is application and is pers?nal, as is color, subject matter, and express10n on faces . It is important that an artist should know in what manner to express his idea, but without an idea behind it , it does not express anything, except emotion as expressionism does . A great man y ideas h ave changed the course of th e history of art . They generally departed from tradition amid a burst of disapproval from lovers of tradition , and in the end became part of the tradition themselves. For instance, in Egypt mural painting was done with a great regard to the observa nce of the two dimensional quality of a wall. It was a plane, and therefore by law, the third dimension was not allowed ot d isrupt that pla ne. In the Italian Renaissance many systems were tried to successfully represent the third dimension. Artists were obsessed with the idea , and even in the theatre, scenery was designed by use of columns to give the greatest illusion of depth possible. In modern times the invention of the camera and the discovery of new light and color theories induced artists to put tiny dabs of red paint next ~o cl.abs of yellow paint to create the optical 1llus1on of the color orange from a distance. This ora nge was more intense than the usual mixing of red and yellow p igment. On the premise that all forms are modifications of geometric fo rms , a school of painting arose which experimented with geometric forms. This school was a revolt· against the vague imagery of impressionism. They felt that there was more to painting than images, and concentrated on form . Another school, partly influenced b Platonic ideas of beaut y, devised a hypothe/ for painting on the premise that true beauty w~! not representational, but consisted in the cor~ rect relationship of t w o dimensional shapes tQ ~ne another . Thus beauty existed in a well de. s1~ned curve or straight line in its true relation. shii:' ~o all the other lines and shapes in the com.. pos1t1on. A re~ent school, using Freudian symbolis 111 as. a springboard has peered into the subcon. s~10us dream world. Their canvases have a mu{. t itude of naturalistic obj ects, which in them. selves are not unusual , but in their relationship to one another extrac:>rdinary. From these and other ideas have sprung in. terpretations. Generally there was a small group, and sometimes only one artist that started the ball rolling. Then the idea gained momentum until it was accepted and had fol. low ers. Generally a follower does not have the vitality of a new idea in his painting, as he has not experienced the birth pains. How ever, his work is more inclined to be less harsh and more decorative, and w ill sometimes appeal to the general public more than that of the originator. Today , besides having in our museums and galleries w ork gather from many eras and civilizations, we are beset by the deluge of contemporary painting. We have hosts of contemporary artists w ho are followers of other artists from the Italian Renaissance to the present day. It is truly very confusing to decide what is good and w h at is bad. It woul d appear that the problem is to discover and put in their proper relationships this conglomeration of artistic ideas, to_ see how one grew out of another, and who was a follo w er of who . T he terms " good" and " bad" do not fit somehow to something that i~ not a moral issue, but rather an issue of b eing logical or illogical, coherent or incoherent, original or imitative, profound or superficial seems mo re in keeping w ith the sub- • ject. -Daniel- Brockhuizen. 'l'HE ST. J OHN'S OOL L:JJGI A N is the official new11 organ ol St. John's College, published every Friday during the a cademic ye&r. Entered as 11econd class matter October 15 , 1919, at th• Post Office at Annapolis, Maryland, under the Act of March 8, 1879. t. John's Collegian VOL. LVIV- No. 14 ANNAPOLIS, MD., MAY 24, 1946 Price: 10¢ History- Ours On Friday, April 19th, Mr. Carl Van Doren, whom Mr. Buchanan introduced simply as "Mark's brother," gave us the history of the Western Hemisphere in the record time of an hour and a half. It is rumored that he originally intended it to be merely the history of the United States, but since a number of people expressed incredulity at his audacity in attempt ing such a task, he thought it wiser to make the ·sub ject even larger so that such people would be silent in awe or in contempt. "You can either do it in an hour and a half," he said before the lecture, "or you'll have to fill four volumes." The history of the Americas, as he told it, divides itself into four different phases up to the present time, and where in the United States we may be said to have achieved a· measure of success in our various enterprises, the South Americas have achieved no such success , as their recent history so ably demonstrates. So Mr. Van Doren told of them both, as much for the contrast as for the similarity. These lands, he pointed out, were discovered and settled long before Columbus ever drew breath, probably by Asiatics from across the Berring Straits, probably by others as well. Historians find indications of diverse civilizations, and the many languages in use when Spaniards and English came indicate that the first settlers came from many lands, even as they do today. In Mexico and Peru, great empires had grown, and a very considerable adva nce in civilization was evident. In our own country, a number of the Indian tribes had come to be well-governed societies, sometimes even establishing federations of tribes under the same laws. With the arrival of Europeans, however, these societies vanished with startling rapidity. Mr. Van Doren suggested that it was a clash of ages, iron versus bronze, with the latter made obsolete by the newer, cheaper and every bit as serviceable material for tools and weapons. In South America, the Spaniards, led by adventur ers who were sponsored by their King, con- quered, and set themselves up as rulers, although benevolent ones, Since the new government and the Church which came with it did no t consider their subjects as rational beings, sparing them from slavery and the agony of the Inquisition. But the Spaniards remained under the laws of their Sovereign across the seas, and they made no attempt to establish a new nation. They pursued their individual whims as they chose. In contrast to this, Englishmen settled fur ther North who, since they had fled from persecution in their own country, had no expecta tion of ever being invited to return- indeed, it was not until they began to prosper that Britain took pains to hold and rule them. Having come, then to found a new nation, and having no support from their home, they banded together in colonies, destroying Indian tribes where they had to, bargaining with them where they could. Being their own masters, they developed a kind of self-reliance and independence which was the basis of the revolution which followed. Teamwork was the byword, in contrast to the Spaniards further South who lived secure in the money and power of the Spanish King. Such were the beginnings of our modern hstory. Around the middle of the 18th Century, however, Great Britain began to take an interest in her promising little coloneis along the Atlantic Coast. Whereas not a hundred years before they had found the Dutch happier at the gain of Dutch Guiana than sorry at the loss of New Amsterdam, the British now found themselves envied for the potatoes, tobacco and corn, to mention only a few, which were at least as rewarding as the sugar that Holland had found. But Britain failed to see how self-reliant her colonies had become and her exploitation, ~.vhich was clumsily handled, was resented. We had come not as conquerers, but as settlers, and we had not found such large and advanced empires as the Spaniards had. Battles with Indians were small, if terrible, and the dangers from them were scattered. We drove them away or exterminated them almost as fast as �Page 2 ST. JOHNtS we came, which is a reason why Indians play a larger part in our literature than in our society. The colonies were, then, independent in almost all of their activities, and although they were as yet insignificant, they were growing quickly. The idea of independence, however, was born in Britain, where a civil war of some proportions was already in existence among those who found George Ill's desire to return to the ways of the Stuarts rather more than they could swallow. In our own revolution, which coincided with that in Britain, the colonies found themselves divided loosely into -two groups. The one, consisting of the British governors and the more prosperous settlers who sided with them, took a somewhat aristocratic attitude towards the rebels, who, although they had no very clearly formulated plan, were quite sure that they would and could be free from the English yoke. To be aristocratic was the Tories' very great mistake, for it served to remind us constantly of our enemy who, being three thousand miles away, was not likely to be well understood by the uninformed. We won the revolution, of which there is no accurate, just chronology, and the Tories moved north into Canada. In this second phase, our self-reliance had developed into a federation of self-reliance. To our great good fortune we had broken the tie with Britain before fifty years of Napoleonic wars and Nationalism had done their work, for in South America, where the idea of independence came much later, not nearly the same degree of success has been achieved. In our case the Articles of Confederation led directly to the Federal Constitution, which, despite Bolivar's efforts, the South American Republics have never been able to accomplish. Then in ·this country, a third phase began to take shape. Having no past, or rather having a past which we wished to forget, ·we were concerned only t.rith the present and future. This was to our immense advantage in our astoundingly rapid growth, for we took great strides, wasting prodigiously; there was always more to be found- more goods, more land, more money. "Go West, young man," said Mr. Greely, and we did. Having no traditions, and no systems, no business and no tools, we invented them, with the skill acquired through scores of years. After the Civil War, when there was for a time only one political party in existence, we developed that peculiarly American institution, the ST. COLLEGIAN Business Man. Where England has her Pub. lie Servants; France, the Arts; Germany, th Military, so we have Business Men. They are strangely incongruous in our history, for our e . h itsory has been one of the removal of power from the hands of the few to the hands of th many, insofar as this could be accomplishede and Business in this country cannot be said t~ be overly sympathetic to that idea. But they exist, and their power has not yet been measured In South America, thiS third phase is only ~ shadow of our own. Whereas they are potentially as rich as we, they had no such grou nd. work for independence and ingenuity as we had and the problems of transportation and th; comparative poverty of their people, now that they were separated from Spain and Portugal were not overcome. Nevertheless, they are . . ' growmg now, and v..:1tb our exploitation, they are not more than a hundred years behind us. We have realized for some time, said Mr. Van Doren, that that road has run out. We know that we have come to another ocean and that there is no more land beyond; our wealth ~s no longer unlimited, although wij:h foresight, 1t can remain very great. So that we may be said to be in a fourth phase, a phase where we ' are beginning to take the responsibility for our greatness. We cannot afford to waste any more, and we cannot think any longer that everything we do is either right. or, if it be wrong, that it will make no difference in our ultimate future. In the last few years we have had a sort of self-examination. An indication of this is the host of historical novels which glut the market and which feed the minds of the people. Bad as they are, they are a sign that we are looking at ourselves with critical, if unpractised eyes, and that we do not like all that we see. A federation is going on in our arts as well, for whereas we have contributed sloppily and hastily to them, with many halfformulated ideas so that they are a tangled hodge-podge, the time is not far off when we will be able to see a culture "'.hich makes some sense. Our Revolution and its subsequent Constitution were, however, only the rehearsal. For we are the logical leaders in the movement towards world government; we have succeeded in federating not just English settlers, but the settlers from many lands, and we can, despite the bad state of politics in this country where clear policies and ideas are seldom brought to the for e, ~ JOHN'S b instrumental in bringing a federation of the e rld to be an actual thing. This is our w~cial job; our best instincts, through Franklin, Jefferson, Washington, Wilson and Roosevelt, roduce a kind of spontaneous fraternity among p ankind. This we have added to England's r.berty and France's equality. If we can bring ·~ to the world then we will succeed in being ~omething more than, as Carl's brother has said, ''but a moment in slow time." - J. V.D. COLLEGIAN He did this in several ways. Page 3 First he asked ~hat the Odyssey is about, and right away he told us. It is about many persons and things, about love and war, life and death, fear and courage, hope, faith, and despair, about boatbuilding . .. . Then he read the proemium. The proemium pretends to stating what the Ody_ssey is about, and Mr. Abramson tried to relate 1t to the rest of the poem, with curious results. F or only in Books 9-12 do the events promised in the proemium appear. Books 1-4 contain the search of Telemachus for his father, and Books J ustly your toys shall be destroyed when 13-24 the homecoming of Odysseus. But the you die and your rusty lust, but God is good story of the wandering of Odysseus is not told and shall grant you a new joy- a trustworthy directly-it is a tale told by Odysseus himself. tomb-and an ever mounting amount of room The rest of the story is told by Homer, who to play in, and aslant by your side he shall speaks to the swineherd in t~ e .se_co!Jd perso~; 1 plant a gay tree, with one infinite leaf for each Homer, then, is perhaps the divme mmstrel of Book 2 3, retelling at a later date the events finite hour of eternity, and through that generous giving (beyond he has taken part in, and, as Mr. Abramson all belief!) you may retrieve your branches and suggested, the Odyssey is the story of Odysseus seen by those who expect him. Then the fact scanty living then. - G.W.J. that most of the poem is about events participated in by those who stayed in Ithaca seems reasonable, and even squares with the proemWhat Did Mr. Abramson Do? "But he didn't explain it," wailed the fresh- ium. Homer knows of these homely events, man, after Mr. Abramson's lecture on the Odys- and it is only concerning those events related sey. And I wondered then what the freshman by Odysseus, whose word is not always to be meant by explain. How do you explain the relied on that he need invoke the Muse. "Bu; this sort of thing doesn't explain it." Odyssey? Do you describe it as a sort of obHmm. There is a question in the mind of this jectification, in terms of a set of characters and situations, of Homer's subjective experience? reviewer if it is useful to try to explain all poems Do you describe the poem as a picture of the in this allegorical way. The Divine Comedy, attitudes and conditions of Homer's time? Do yes; but the Odyssey . . .. When Mr. Abramyou plac~ it in one of the categories of literary son read the proemium, he read it wor~ .by criticism, and consider it as a particular of that word, emphasizing certain words and g1vmg species? All these ways of explanation are in- their several meanings. "The order of words," teresting and instructive, but since they attack he said, "is very important. Reading word by the meaning of the poem only obliquely, I word gives a different meaning . . .. throws an don't believe the freshman would regard them oblique light on the meaning." And when he as real explanations. What he seemed to mean recounted the adventures of Odysseus, though by explain was this : allegorize. Consider the he implied that beyond these s~range b1:1t con action and persons of the Odyssey as symbols of crete things Odysseus saw and did, there 1s some Homer's cosmology, his theology, his system of secret meaning, he did this not by blunt allemorals, etc. Tell us, Mr. Abramson, what crorization, but by emphasizing some aspect of, Circe is. We know she is a woman, a magician, ;ay, Lestrygonia, or by pointing out the relabut what is she really? Base passion? Material tionship of the Phaecians and the Cyclopeans, necessity? .... But in spite of the (perhaps un- or by suggesting that the Agamemnon-Clytemfo rtunate) bias of St. Johnnies for this way of nestra story is a foil to that of Odysseus and reading poetry, Mr. Abramson did not indulge. Penelope. All of this is perhaps merely spadeBut when Mr. Instead of dwelling on what Circe really is, he work for allegorization. Abramson pleads for the constancy of Penetended to point out certain aspects of Homer's poem which most of us probably had nG:Jt lope, he is reminding us that, despite ·any possible secret doctrines clever! y hidden in the poem, noticed before. �Page 4 ST. JOHN'S the Odyssey is first of all a story about persons whose characters and motives should also be understood simply, in the way we try to understand the characters and motives of those we know in the work-a-day world. In doing this, is Mr. Abramson coming dangerously close to a heresy against the. Gospel According to St. Johns? And if so, should we shout hallelujah and join him, or close our eyes with holy dread and slink away? - Gene Thornton. Ziff William Ziff spoke Sunday night of tech-nological developments of war and the logic behind the problem. First he examined the position which talks of the atom as :final instrument in war-making to which all others are ancillary. A weapon capable of devastating 20 miles of territory; the disruptive effect caused largely by intense heat; "Pearl Harbor" could be accomplished by rocket assaults, air raid or a number of bombs set off simultaneously by agents in the enemy's key cities; other possibilities are._ blow up the ice cap at North Pole, causing the ocean level to raise appreciably and originate hugh tidal waves. The influence of this argument is that armies and navies are obsolete. However, there are other agencies of destruction as deadly and advantageous. One is gas, latest poison gases of which are to mustard and Lewisite gas as machine gun to bow and arrow; every living thing in a city can be annihilated by successful gas attack; or bacteriological warfare, most dangerous because it may backfire; the Japs dropped cholera-laden wracks in China which started plagues demonstrating such a program is feasible. Bacteria used against crops and livestock would win a war by attrition and there now exists cultures capable of being epidemic against animals. Factors to reckon with. Scarcity of fiissionable material. Bombs can not be mass produced. Only by calling upon her entire technology could Russia, such was the view Mr. Ziff took, bring her program up to ours in ten or fifteen years. Now the :first blow of a new war will be rocket bombardment of the enemy's key centers. The attacked nation has decentralized installations launching a counter attack; the aim is a swift decision; failure means a prolonged war; large nations cannot be terrorized into submiss10n. COLLEGIAN Weekend Regained Music, as once was thought o~ .women, he. longs in the home. Anyone familiar with the elaborate ritual of the concert-goer, who haa paid homage with a reluctant shudder to over. publisized Ions, and surfeited himself on hea'Vf diets of nineteenth century works (mostly bolll. bast, cheaply-wrought and completely persona} passion), might well rejoice in the refreshing experience of listening in an eighteenth century ballroom (even though most of its charm has passed into history) to music of elegance, clar. ity, and grace. It seems difficult to do justice to the per. formance of Messrs. Kirkpatrick and Schneider with'o ut sounding extravagant. Their ensemble was beyond reproach; and only rarely did they lapse from playing that was restrained but vig. orous; and technically accurate. Such lapses as there were were well-compensated for by the excellence of their musicianship and the quality of the music played. If we wanted to get fastidious, we might say that Mr. Schneider's bowing in the fast Bach movements didn't give quite the crispness we like (he apparently does not agree with editors who sprinkle these move- ' men ts with staccato marks) , and in slow movements Mr. Kirkpatrick sometimes indulged in slight hesitations before strong beats, then clinging to them and rushing whatever came between, and while players of Chopin probably couldn't make a living without this trick, we aren't at all sure how appropriate it is in Bach and Mozart. Also the harpsichord's somewhat clangish blurr made it difficult to really hear fast contrapuntal passages, and the superior carrying quality of the violin's tone sometimes obscured the melodic line being played on the harpsichord when the latter was actually the more important. How- ~ ever, virtuoso passage work comes off excellently. on the harpsichord, sometimes (as in the first movement of the Mozard G Major) is brought forth an intensity we would not have thought possible on so percussive an instrument, and in general its nature is such as to preclude the tasteless romantisized renditions pianists often give us. There are perhaps unsatisfactory things about any instrumental combination that is not ~ that most satisfying of all musical mediums, the string quartet. In trying to find one thing which might characterize the music played, we decided that it all came somewhere within the gamut of com- ---- ST. JOHN 1 S ...,.., pastoral reverie through mannered . B h' dy- ff0J.H c 't to animated ebullience. Only m ac s Wl d larae choral works do we sense the g ° r or an an never in Mozart. ...f the N ort h G er. nd tragic5, aethoven found life serious but not hope111an ed the Austnan Mozart f oun d it h ope· · Jess, ba~ not serious, what shall we say of Bach? Jess u ·ous way he is not of their world at all. In a cun d d H ites with the rich sureness of a eep evo. e ~rhis music is charged with the grandeur of G d. Can this, too, be comedy? tion 0 . . (What is wrong wit h t h at yar~grap h? . Wh do we rarely resist such genera.hzations, all the :bile feeling that we are dealmg out ~a~­ dom half-truths? Why are we so sure music 1~ · g something when we never can say what. sayrn · · h' Shall we let our philosopher tell us it is not mg but nu mber? Or should we not?)rather ask a · . oet how we shall speak of music. , p Just where this weekend left the Progran: s problem chil~ w~ have no idea: Perhaps its _ 1, . J·ustification 1s the pleasure it offered, even on.y . 1 . 1 'f 1 be the pleasure we get m ettmg ourse ves 't ~e charmed by a spoiled child. . (Of course we tually think there is more to it than that, but ac don't quite know how t~ b e d'iaiectlca1 ab ou t , . we it.) Anyway, we liked this weekend, and we want more, we want more, we want more. -W. C. B. World Student Servke Fund A few Thursday ago, Miss Wiggin addressed the College in behalf of the .w o.rld Student Service Fund, a temporary organization dedicated to giving students relief as long as needed. Perhaps it was unfortunate that the title of the address was announced before the meeting. Attendance was a marked :ontrast as compared to the meeting held the previous Tuesday, in which Mr. Barr unravelled the grapevine. No more than 25 students were there the night Miss Wiggin spoke. Where were the others ? Reading for seminar, of course!. \Vhat those present heard was an impassioned appeal from students of many .de~~state? countries for aid to "keep them gomg until their existence returned to some degree of. normalcy. Miss Wiggin told us many stones of students whom her organization has helped. She also made the few that were there aware that the fight to save these students depended largely upon us, the American stu~ents. In our intellectual banter, we pnde ourse~ves on being bearers of the true torch of education. Page 5 COLLEGIAN .This same torch is burning perilously l~w in the greater portion of foreign schools. ~s lt not our duty to feed the flame of education, ~!, giving some a chance to " Carry the torch. The goal of the World Student Service Fund is to do this very thing, by giving students the chance to renew and continue their interrupted studies. The fund asks money only o~ students to help their fellows back on their f.eet. Is this too much to ask? A group of Juniors has already seen the need for the Co~lege .to assist in this work-note the resolution m the basement corridor in McDowell Hall. Many have joined in this group by signing th.e re~olu­ tion and by arranging to ~a~e ~ont~1but10ns. But again, the number participatmg lS a poor percentage of the College. . We talk of "Polity," of UNO, of Security Council and General Assembly. We hear ~r. Meiklejohn's lecture on UNESCO, s.~t b~c~ m our dialectical chairs, and comment, This is a good thing." UNESCO is certainly. deeply involved in world education. We b~heve St. John's is also very much interested m world education. Now comes the chance . to DO something about our theoretical interest m world affairs, by helping these stude~~s. . . ,, Does this "Talking" and Thmkm~ ~ol­ lege ever consider "Acting?" Is it sacn~egious to cease contemplating absolutes f~r a while and try to put some of them into practise? P~rhaps, as mystics, we should not be conceri;ie~ with the plight of fellow students. But this lS not the case. We are sure that the entire student ?~dy, onre given knowledge of the problem, will r~­ s;~nd grnerously. And then, perhaps, this portion of the COLLEGIAN will not have been wasted. -J.P.H. LOST ONE VARIETY SH 0 W E ST JOHN'S COLLEGIAN is the official news organ ~f · · St TH John's College published every Fri d ay d urmg the academic h . Entered as' second class matter October 15, 1919, at t e ~:::· Office at Annapolis, Maryland, under the Act of March 3, 1879. �Page 6 ST. JOHNtS COLLEGIAN --- t. John's Collegian Vol. LVIV- No. is~ ANNAPOLIS, FRIDAY, JUNE 7, 1946 The Liberty Tree This is about the liberty tree and how it will undoubtedly be free now and how it will have leaves and will be fully at liberty now and even though there is a fence about it and bow such a fence will be almost nonsense in that it can have no connection with the outcoming of the tree from the birth -earth nor can it over know the outcome of whence the tree goes as it flows upward to free itself no w if you do not understana this profoundly then stand under the tree or walk around it, and the propensities of that fence will be such (but really it will be the propensity of the whole tree and the vision it will offer beyond any boundaries and any iron bound whose irony is after all small and not tall as a so busily beatific tree would be al ways) , that you shall , then realize that the true view is not of the pseudo-imprisonment of a tree but of the attempted confinement of everything which tries in itself to be, and you shall see therefore that this sight only emphasizes the tightness of our internment more and by it the tree is merely realigned through our barred eyes with the far size of eternity and the stars- but even that being our nature, sometimes, the sun or moon brightly shining, then there may be no devining of a fence at all nor sense in anything but in our new finding that the blessed essence of our nature may be procured from such a fortdefying and freely fortifying tree and this is the truth which shall be projected from the one line of that tree so calmly standing in the center. of the fence, and the fence may be a circumference which interferes but in nowise could it ever circumvent the main and magn ificent intent which is that the tree shall be the center of that or any figure and that nothing shall prevent it from issuing forth and seizing the surprising elevation of the lovely skies (and Ptolemy even if he were sent could not Prevent it from thuswise being a big volume and a vehement thick thing above, oho! the Well- meant plane and the dusty plain where men have no well-being ever) , _ and I have not actually seen that tied-up Price: 10¢ tree but shall go there now to take cognizance of my untidy captivity, still I am sure no tyrants could surround it nor even any fence that would be relentlessly a fence, and I feel moreover that that verdue will be fairly liberal in the air, and, further, I aver, that it shall be in fact fair and truly unattackably intact there, and that is fair enough- and if that is fair who shall go further and what fence anywhere shall claim that it has so much as a name, not wood, nor iron either, and neither should dare to put up a defense or to make false pretenses of being protection at all; here then this ends, yet the captivity-tree will transcend in the purity of its captivation this or any other unsure art-·articulation and indeed it will evoke elation intenser than any article on paper and in its relation to us will be more like an immeasurable elevator that leisurely pokes its way upward to wend even the sky away nor ever stops after it leaves the earth until it achieves an undying top floor, and this it does always, and through the days and nights such that time daily and nightly is quickly lost sight of (yet is no longer unsightly) and becomes tame and like the inoffensive fence then has no name and is of no telling significance and no elegance, and not by chance but because it is so situated and only sadly sits on the damp ground alone while the tree gently and uninhibitedJy pounds and hits at the sky and finally fits into eternity nicely and roundly and profusely (and that is why that term may be profoundly used on it and is its very own). -C. W . T . Volpone This little known play of Ben Jonson has been done very seldom in this country. Its size and scope make it forbidding to professional groups as well as smaller organizations. The cutting and editing, however, as done by Mr. Seo.field and Mr. Landau does not detract from the beauty and order of the story. This play is acknowledge as Jonson's greatest, but little known because of the popularity of Shakespeare. The play was written in 160 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVIV No. 14 Title A name given to the resource St. John's Collegian, May 24, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-05-24 Description An account of the resource Vol. LVIV, No. 14 of the St. John's Collegian. Published on May 24, 1946. 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/622865f77af27f9df9aab21a9de2f8f0.pdf c4ca3ff5c6ca3e9e621ca9f583d84ce4 PDF Text Text Page 6 ST. JOHN'S COLLEGIAN t. John's Collegian Vol""LVIV- No. 15- ANNAPOLIS, FRIDAY, JUNE 7, 1946 The Liberty Tree This is about the liberty tree and how it will undoubtedly be free now and how it will have leaves and will be fully at liberty now and even though there is a fence about it and bow such a fence will be almost nonsense in that it can have no connection with the outcoming of the tree from the birth-earth nor can it over know the outcome of whence the tree goes as it :flows upward to free itself now if you do not understana this profoundl y then stand under the tree or walk around it, and the propensities of that fence will be such (but really it will be the propensity of the whole tree and the vision it will offer beyond any boundaries and any iron bound whose irony is after all small and not tall as a so busily beatific tree would be al ways) , that you shall then realize that the true view is not of the pseudo-imprisonment of a tree but of the attempted confinement of everything which tries in itself to be, and you shall see therefore that this sight only emphasizes the tightness of our internment more and by it the tree is merely realigned through our barred eyes with the far size of eternity and the stars- but even that being our nature, sometimes, the sun or moon brightly shining, then there may be no devining of a fence at all nor sense in anything but in our new finding that the blessed essence of our nature may be procured from such a fortdefying and free! y fortifying tree and this is the truth which shall be projected from the one line of that tree so calmly standing in the center· of the fence , and the fence may be a circumference which interferes but in nowise could it ever circumvent the main and magnificent intent which is that the tree shall be the center of that or any figure and that nothing shall prevent it from issuing forth and seizing the surprising elevation of the lovely skies (and Ptolemy even if he were sent could not prevent it from thuswise being a big volume and a vehement thick thing above, oho! the Well- meant plane and the dusty plain where men have no well-being ever) , and I have not actually seen that tied-up Price: I 0¢ tree but shall go there now to take cognizance of my . untidy captivity, still I am sure no tyrants could surround it nor even any fence that would be relentlessly a fence, and I feel moreover that that verdue will be fairly liberal in the air, and, further, I aver, that it shall be in fact fair and truly unattackably intact there, and that is fair enough- and if that is fair who shall go further and what fence anywhere shall claim that it has so much as a name, not wood, nor iron either, and neither should dare to put up a defense or to make false pretenses of being protection at all; here then this ends, yet the captivity-tree will transcend in the purity of its captivation this or any other unsure art-articulation and indeed it will evoke elation intenser than any article on paper and in its relation to us will be more like an immeasurable elevator that leisurely pokes its way upward to wend even the sky away nor ever stops after it leaves the earth until it achieves an undying top floor, and this it does always, and through the days and nights such that time daily and nightly is quickly lost sight of (yet is no longer unsightly) and becomes tame and like the inoffensive fence then has no name and is of no telling significance and no elegance, and not by chance but because it is so situated and only sadly sits on the damp ground alone while the tree gently and uninhibitedly pounds and hits at the sky and :finally fits into eternity nicely and roundly and profusely (and that is why that term may be profoundly used on it and is its very own). -C. W . T . Volpone This little known play of Ben Jonson has been done very seldom in this country. Its size and scope make it forbidding to professional groups as well as smaller organizations. The cutting and editing, however, as done by Mr. Scofield and Mr. Landau does not detract from the beauty and order of the story. This play is acknowledge as Jonson's greatest, but little known because of the popularity of Shakespeare. The play was written in 1607 �Page 2 ST. JOHN'S and produced for the first time that year at Oxford and Cambridge. History tells what was thought of it and it is done frequently at the twin universities. The lust for money is the central theme with just retribution for those who seek without scruple. The story is simple. A lecherous old man. childress, rich, feigns sick. He receives gifts from all who want to be his heir. These people profess love for old Volpone and try to engratiate themselves with him. Volpone, with the help of his Parasite, Mosca, tricks them all into thinking that each will be his sole heir. The trickery is what gives movement to the plot and it is done with great finesse. Justice is done to all of them in the end with the wealth being taken over by the state and Volpone sent "to lie in prison cramp' d with irons, 'till he is sick and lame indeed.'' The scale of the present production is grand and the problem of capturing the spirit of Venice has been faced. The King William Players have ·worked with spirit and enthusiasm. Mr. Camponeschi does a very good job with a hard role. The long and involved speeches are very difficult to give movement to but Mr. Camponeschi overcomes these obstacles well. Mr. di Grandi as the Parasite, Mosca, is also faced with comparable problems which he handles with skill. The other members of the cast are wisely chosen and bring out the subtilies with a technical ease. "The seasoning of a play is the applause. Now. though the Fox be punished by the laws, He yet doth hope, there is no sucering due, For any fact which he hath done 'gainst you; If there be, censure him; here he doubtful stands: If not, fare joviallt, and clap your hands." 0. P.A. I would like to talk about an overshadowed problem- OPA. It's an important problem not only because we will all be directly affected but if there is no clear thinking about price control we may end up in another boom, another crash, and perhaps people may get hungry enough to start what is for some the long awaited revolution. And also, I want to talk only about one of the House amendments to the pending bill ST. COLLEGIAN JOHN'S to continue OPA. There are eight of these ' What is so very interesting about this is that amendments but the most important and most 11 the figures here presented were available to controversial is the "Gossett Decontrol Ame nd. a erY member of the House, yet they passed this ment." This requires removal of a price ceil- e:endrnent. But there is a story that should ing on a commodity whenever the production of ~e told here- perhaps in defense of the Repre the said commodity in the latest twelve months ntatives. When the members of the House . E . h . exceeds its production for the year ending J une se eturned from their aster vacation, t ey 1mme30, 1941. ~iately apprQpriated subsidy money for housThe argument of those who are working 'ng. On vacation they had actually found out to make this amendment law is this: Unless ~hat conditions were like in their home towns price controls are removed business men ·will not and it was believed that should the OP A bill invest money in business, and production will come back from the Senate to again go through not continue to increase above a certain pointthe House (Ed. Note: It has.) the Representathat point being the one reached by full pro- tives would modify their amendments to serve duction of businesses now operating. From the the many and not the few. What does one conDepartment of Commerce's publication "Sur- clude? Should our representatives be given bigvey of Current Business," one can find out that ger and better vacations? for the first quarter of 1940 the National InAnd yet this shouldn't be tossed aside with vestment was $3.5 billion whereas the National a smile. I think the issue is grave. If America Investment for the 1st quarter of 1946 was $5 will ever be ripe for the loss of representative billion. Hence, money is not only being in- government, she will be so when people are hunvested, but more of it is being invested today gry and what quicker way to hunger than a than in 1941, the last good year of production period of tremendous production followed by of consumer goods. depleted demand. Changes may be needed, That would seem to be enough to answer but changes that result from reason, and hunthese men but let us delve a little further into gry people cannot be expected to reason. figures from the same publication. We find - ARRON BISBERG. that· the amount of goods available to consumers , for instance, in 1940 was $84.2 billion, or Buchanan's Brave New Proportion for 1941 $93 .8 biilion. And for one quarter When I heard that Mr. Buchanan was of 1946 the figure is $34.5 billion. Multiply planning to visit the Tennessee Valley Project this last by four and you have, in 1946, $13 8. 0 over the spring vacation, I recalled another trip billion dollars worth of good available. It that he made shortly after the war began to would seem that now we are up to 1941 pro- Fort Knox, and the subsequent effect it had on duction level, and should the Gossett amend- the student body. The height of the plane, and ment become law most commodities would be the depth of his perception cast a number of without price ceilings. Prices would, on many badly jumbled and disorderly events into. a new items, mercilessly rise. and understandable pattern, and so naturally it Let us consider why these shortages exist. was this kind of experience I had been eagerly We have about as much goods now as we had f anticipating ever since his return from the Valthen . (I say "about" because though there is ley. It came in the form of a Sunday evening $44.2 billion of more goods available this year talk on the TV A and Atomic Energy, in the than there was in 1941, the value of the dollar library, Sunday evening last. has decreased and so the volume available should The story begins and ends with a proporbe about the same.) Yet there is a great short- tion. age of consumer goods. The answer, of course, Atomic Energy Cartels is a tremendous demand pent-up and this, too, can be expressed in figures. In 1941 the NaTV A World Government tional Income was $9 6.9 billion. For an averIt would be well to deal first with the four age year between 1941-1945 the income was terms of the equation separately. Cartel is a $13 8.0 billion. This increase in annual income fun ny word, especially in this neck of the plus four years of savings due to lack of avail- Woods, where it is not used in a particularly able goods has caused a sharp increase in limited sense. It begins with a luncheon endemand. gagement of two business men, intent on ham1 l COLLEGIAN Page 3 mering out some kind of an operating· competitive compromise, and winds up somewhere in the Soviet Union. However, I think we can do a little better by Mr. Buchanan than this. A cartel is an arrangement (usually of a business nature) which runs almost directly counter to the famous maxim "divide and conquer"reading "align and eliminate." This means monopoly on an international scale. It is simply the resolution of the market place (not the class) struggle of competition into a partnership which dictates to the customer, rather than vying for his business. It is usually born out of economic catastrophe, and a neurosis of fear. The shift is from economic hegonomy to economic unity which takes on the aspect of secret government. As the power increases at some point it comes into conflict with the interests of the state. This results in either the death of the cartel, or its incorporation into the state, eg. Germany and Russia (a further distinction between these two would be of course necessary in a more thorough analysis). Our government trys to limit the growth of cartels by laws such as the Sherman Anti-Trust Act and agencies like the Interstate Commerce Commission. Both of these approaches to the problem exemplify the two methods generally used to curb such practices, namely Control and Regulation. This brings us to TV A which is often referred to as a yardstick, a .measuring or regulating force in the field of electric power. Mr. Buchanan spoke of TV A as a government corporation. Hypothetically, at least, it is a corporation operating in the public interest, and by that token in competition with the power monopolies (nascent cartels). As an agency serving the public interest it seeks constantly to broaden its function, and has had amazing results in cultivating not only the soil of the valley but the minds and spirits of its inhabitants. The Lilienthal book "TV ADemocracy on the March" was recommended for a more thoroughgoing analysis of this idea. The farmers in the area have dramatically demonstrated this broader understanding by deciding to take the time off from their work, necessary to conduct through and explain the valley to visitors. There is a feeling of pride, of ownership and accomplishment in this attitude- precisely the type of feeling that is absent in the employees of the General Electric Company or the United States Steel Corporation. Such feeling is born of some rather deep under- �Page 4 ST. JOHN'S standing of wherein their common interests lie. The Atom Bomb, or better, Atomic Energy, is a human instrument containing the very real potentiality of universal destruction, dangerous and to be feared because its use comes within the orbit of human determination. It literally forces the political problem. Where does the authority lie? In the possessor of Atomic Power and its tools of destruction. In this sense it is a natural sovereign. No nation is secure without it certainly, and possession of it designates the owner as the threat to any other nation's security. Either horn of the dilemma leads to the land of the "Possessed," the anarchy of fear in which wars (in this case wars of total destruction) thrive. Peace and order are no longer desirable but necessary to any kind of survival. A real World Government can regulate or control this situation. But here we are faced by a misunderstanding which translates such a government into a myth or a monster. It is not a deus ex machina which will solve everything, neither is it a police state. It i,s a universal set of workable political institutions, fortified by the commensurate understanding necessary and essential to their operation. It grows out of better understanding, and is not invoked by edict. It is not a catch-all, answer-all utopian idea, but rather a practical approach to a practical problem. What then is the problem? For Mr. Buchanan it is to find a working Common .Good, which he suggests is difficult, but not impossible. No longer can we define the Common Good in the classical terms of peace, order and freedom. In the old world these objectives were consistent and thereby possible in the so-called negative state. Both the Cartel and Atomic P0wer have exploded this idea. It seems that either one by their international or universal nature destroy the illusory security of national sovereignty, and by their complication defy simple police control. The kind of positive understanding and application that TVA and World Government imply demands a new definition of the Common Good. The function of the state (in transition the national state, ultimately the World state) shifts out of the negative pattern and assumes the form of a creative force, creative in respect to the formation of Intelligence capable of establishing and understanding workable social, economic and political institutions. COLLEGIAN ST. The proportion has then developed into a mean proportion, and as Mr. Thornton would say, according to the Gospel of St. John's, is thereby higher in the dialectical hierarchy. Education Cartels Education Government Education has become the mean term because it is through understanding which education creates that we get from e~onomic and political chaos to the Common Good, or the intelligence requisite to living happily and securely in the Atomic world. What kind of an education can achieve this end? Surprise! Mr. Buchanan did not simply write in Great Books at this point and go home to continue his seminar reading. He told us he felt the best type of education went on while people were working, working hard, and attempting to understand the tools, the machines and eventually the ideas that they are working with. Only at this point is this new conception of a community, or state if you will, possible, when there is a common understanding of means and ends, institutions and objectives. To get this type of education into motion, the Dean offered a resolution that an Educational Development Authority which would probe into and experiment with new and old forms of education (with emphasis on the adult and workers' level) should be established as soon as possible. For Mr. Buchanan then, as Mr. Meiklejohn, we are hanging awkwardly between two worlds and we must be about this task of developing common understanding immediately if the new an dbetter world is to be born in time. - BILL GOLDSMITH. Aristotle (I) and ( 11) The "informative character" Mr. Klein promised in his two lectures on Aristotle turned out to be "informative" in an active sense. To use his term, "information" is a sedimented word; his lectures put form into our intellects, by working on his hearers as material and generating a direct understanding of generation. Thus the lectures . became the thing they were talking about. The audience, in other words, did not hear a Pharasaic exposition of the letter, but were invited to enter into the intellectual experience of beholding the very being of the cosmos. Here was no scholastic parade of ter ms JOHN'S deployed to control all the vantages of debat.: able ground, but an attempt, in large part successful, to make the student able to see being as Aristotle saw it,-and, ·I may add, perhaps to some degree as Aristotle did not see it. This was and is dialectic, the intellect at work with being, and if we can achieve this activity, what Aristotle saw or said becomes unimportant. In his first lecture Mr. Klein developed Aristotle's doctrine of generation (genesis), starting with his acceptance of the Platonic paradox of the eidos, the looks that can not be seen, the old Greek cosmogony and theogony by myth, and the Socratic practice of seeking the answer to the simple question "why?" in logos, in reasoned speech. Aristotle's task was to say in technical terms, what Plato said in myth and paradox. There is no quarrel between Plato and Aristotle about the existence of ideas, but about how they do. For Aristotle, art imitates nature. By analysis of the procedure of the artist, he shows that there are four answers to the question "why?": the material, the maker, the eidos and the end or purpose. When this pattern is transferred to natural making the same elements are discovered, but with a difference. Nature is within the naturally made thing, not standing apart as the artist. Even the artist must be near the thing he is making, but he is apart. In nature the thing itself desires its own being, its "ownness," to suggest a rendering of ousia as Mr. Klein illuminated that term. The myth of Eros in the Symposium is given a non-mythical logos. "Physis is, in each given case, something very definite. It is that which makes a being be what it is. It is that which makes up the being of a being, and consequently can not be taken away from it. It is the very ousia of that being. That is what the animal desires, and we face here again, it seems, the Platonic para dox that that which the animal desires is already its own being, it is something which it already owns. It is here that the Aristotelian terminology shows its strength. If nature, Physis, is that which makes up the being of an animal, both the male and the female, is their ousia; if, on the other hand, this ousia is that which the animal is and which cannot be taken away from it, its eidos, that precisely which one means while speaking about it; if, finally, this eidos, like the eidos that the carpenter has in mind, provokes the generating motions of the COLLEGIAN Page 5 male animal, already possessing this very eidos, then this eidos and this ousia and this physis are one,- the act of generating, the act of working on a material which is to be transformed into the same nature: it is being at work, it is energeia. The product generated, the finished product, is the generation brought to its end ( entelecheia) and it is nothing but the continued activity of generation. The grown-up animal is what it is only insofar as it is generating. All his other activities are preparatory to the act of generation. At this point it becomes apparent that all making is a rather weak imitation of generation. In all making the finished product is clearly distinct from the operation that leads to its coming into being. Guided by the understanding of human arts in exploring the phenomenon of generation, we finally reach the conclusion that generation is not so much Making as Doing (praxis). The difference between making (poiesis) and doing (praxis) is just this: in making, the product is not the producing; in doing, the thing done is the doing itself. If we take a walk, for example, the thing done, the walk, is our walking. And similarly a play is the playing. The change involved in all doing is its own end. Genesis in Aristotle's understanding is one of the most perfect modes of Doing. And it seems to me that this point in Aristotle's doctrine is usually not taken into account at all." The informative character of the lecture is in evidence here. No set of scholastic definitions and distinctions suffices to make understandable the terms as Mr. Klein has succeeded in relating them. Only serious dialectical play can inform us with their meaning. If generation is the eidos of work what else is in than Plato's participation? In the Phaedo (!Old), Socrates, in the course of describing his "second tack," the search by means of logoi and in logoi, says: "If anyone says to me that something is beautiful. . I hold simply ingenuously and perhays foolishly, that nothing else makes it beautiful but the presence (parousia) or communion (koinonia) or whatever you choose to call it, of the beautiful." Here is the teaching of the working of the eidos, it is a poetic thing (poiesis can be doing as well as making and I really take this passage to be saying that parousia is a making that is a doing). But parousia is participation from the side of the Idea as metousia is from the side of �Page 6 ST. JOHN'S the participant. This is what genesis as Mr. Klein presents it comes to, for as Aristotle makes clear in Physics V, I genesis, though change is not kinesis, that is, it is not a temporal process. To say that the animal is only really what it is when it is in the act of generating, is really to establish the eternity of the eidos and to make the things which seem to succeed each other in time and which Aristotle says are many in number while one in eidos things covered by Plato's collective use of the term genesis, things that tumble about between being and non-being and are metaphorically called imitations of theeidos. When we give the same name to two things we are in so far as they partake of twoness naming participants in the eidos with the name of the eidos. The eternity of the world is thus even for Aristotle, something above an everlasting temporal succession of events, but something that is imitated by a mysterious thing that by moving maintains the looks of eternity. There is, then, something, some ousia, other than eidos and perhaps inimical to it. It is non-being, it is anangke, unintelligible, that intellect tries to persuade, as Aristotle and Mr. Klein do, but that forever stays just beyond comprehension, and perhaps makes comprehension possible. This last point leads to the discussion of Mr. Klein's second lecture, where the consequences of the point he established in the first were applied to the intellect and the universe. The universe is one, and Mr. Klein raised a model of it aloft as he spoke, and the conception of eidos as energaie is what gives it its unity. I have tried to show above that if Mr. Klein is right that Aristotle considered that he was restoring to the universe a unity that Plato had reduced to a duality the Platonist can reply that Aristotle, since he is saying the same thing as Plato must either accept a Platonic duality of allow unity to Plato. In considering intellect we should note that at the end of Generation of Animals I. Aristotle says that since sensation is a kind of knowing and animals have sense, therefore animals have an energeia other than generation. In this they differ from plants, whose one energeia is to produce seed. Hence male and female are always together in plants, but unite among animals only when the time comes to perform the act of generation. There is here a kind of threat to unity in that there seems a possible dual ousia for animals, generation and knowing. What is the animal. It would seem that just as making ST. JOHN'S COLLEGIAN COLLEGIAN is a feeble imitation of doing and so the artist is less than nature, so reproduction is an imitation of knowing, as the English word's ambiguity implies, and the real eidos would be that for which as Aristotle says, the nous is the immaterial place. This view contains either a way back to the Platonic Ideas or the way forward to Plotinus. Aristotle seems not to be too happy with his position and in the De Anima endows the nous in its active sense with immortality and eternity but says, alas, we do not remember. Another part of reviewing a lecture must be critical rather than dialectical. Familiar as we are with "Aristotleianism" we must be forever indebted to Mr. Klein lecturing to us on Aristotle without ever being '' Aristotleian." It is hard to overstate the benefit that comes from him immonstration that eidos implies activity, that actuality is not a dead term. The etymological interpretation of ousia from its everyday meaning of one's own property is illuminating. It is good to have generation lifted out of the region of the mechanics of genetics and restored to its proper place as the ground of poetry. It is a happy suggestion that material be substituted for matter as the translation of hyle. One other comment should be made. The use of logos as the means for the study of being leads to a peculiar consequence. For Socrates logos was the ta1k of the market place the speeches of the law court, the plays in the theatre, the poems of Homer, the writings of A?-axagoras. When Aristotle began constructrng a technical terminology the beginning of Aristotleianism was made. A new kind of logos became a screen that interposed between the sight and its object, rather than a clear mirror, as Socrates conceived logos to be. Aristotleianism, I take it, is the study of terms, rather that things. Aristotle cannot escape responsibility for what he did in this way, even though he himself was not a victim. Finally it is to be hoped that Mr. Klein will give next year his third lecture and develop the suggestion he made about the modern world's retention of energeia as a term, while losing forever the vision of the eidos. -J. S. K. Van Doren on Chaucer "Red where-so thou be," Chaucer tells Troilus and Criseyde as he brings it to an end, "that thou be understood I God beseeche," but he has written a poem of such extraordinary 1 equilibrium that to talk about it at all is to misrepresent it. The excellence of Mr. Van Doren's way of talking about it was that he generally refused the temptation to explain rigidly what the story or its characters "mean." But this renunciation is not excellent because a comic work has no meaning or because a comic poet's interest in his characters is amoral, with both of which views the lecturer appeared at times to be in alliance, or at least dalliance. I say appeared because of course Mr. Van Doren is fully aware that such half-truths have other halvesas for example that a comedy has no meaning because it has many meanings, or that a comic poet does not indulge in simple moral judgments of his characters because they are not set up as univocal allegories of the Virtues and Vices. It is probable, however, that somebody, X, not necessarily a freshman, _left Friday's question period with the notion that "Mr. Van Doren said that the comic poet thinks this is the best of all possible worlds," as indeed he did. To be sure it was said with a smile, and with the delayed sotto voce footnote "because it is the only possible world," but the responsibility for the obstruction raised, in the degree of Mr. Van Doren' s considerable prestige, to X's future understanding of comedies remains partly with the lecturer. The lecture about to be summarized offers, in my opinion, several formulations more epigrammatic than useful, both of the nature of comedy (or rather, of Comedy) and aspects of Troilus and Criseyde. This is not to set Mr. Van Doren up as an univocal allegory of critical Vice, in view of the general disclaimer with which the lecture began, but I should like to register in advance two or three dissents from the reading of Troilus he proposes. It does not seem to me that the adjective "infantile" is a helpful one in understanding Troilus. It does not suggest his importance, that his exaggerated impluse of recoil from consummation, from success, toward death, is the analogue in extremis of a set of attitudes which deeply infect our own notion of love. The pathos of Criseyde, who was not quite up to a grand passion and didn't know w.hy, is not indicated by the lecture. And it does Chaucer a disservice to suggest that Pandarus, who consistently misunderstands Troilus throughout the poem (it is in this, among other things, that his pathos lies) is the medium through which the story can be seen clear1 as the poet saw it. y This misrepresentation destroys much of the Page 7 poem's magnificent irony. I would urge, finally, that the concern of the poem is moral and theological, to speak loose! y, as well as psychological, to speak loose1y again. Now the lecture: The difficulty of judging a comic work is great. It is relative! y easy to define and assess the force of tragedy, but comedies are almost always underestimated. How is one to pronounce on works which do not pronounce on themselves? No one is more modest than the comic poet; indeed he almost destroys himself. The problem of indexing a comedy, as it arises for example in the Britannica project, is somehow preposterous; ideas are there, but with "english" on them, a twist, an unfamiliar emphasis, so that they appear other than they are. One way to avoid misinterpreting a codemy is to be completely serious about it. This is not to doubt that it is comic; Troilus and Criseyde is complete! y so. As Chaucer wrote it, Troilus is an expansion of Boccacchio's Filostrato, and paradoxically his ·additions to the leanly, tragically written Italian work render it more rather than less moving. Troilus is more tender, more sympathetic, more understanding. Its mockery is light and soft. The comedy is never so overt as to be really localized; it is in the tone of the whole, so subtly that it is clear why comedy has been called divine. The ideological source of the poem is in the medieval notion of courtly love (residually with us in such ptrases as "my lady," "hopeless love") , the notion that the purest love is extramarital, preferably adulterous, "alone against the world," transcendent, singular. It is because of this tradition that the eternal triangle interests us; actually it is not eternal at all. We do not find this passion celebrated by the Greeks or Romans. It appeared quite suddenly in Europe, probably as a result of the elevation of Mary to Our Lady in the twelfth century or thereabouts. Troilus and Criseyde think of their love in this context. It is unique and necessarily secret for them. Chaucer is interested in their story, in part, because he wants to say something about the force, and at the same time the absurdity, of this convention. He brings it down to the ground, examines it for its ground-truths, and silently laughs the rest away. It is partly true to experience that "Love too widely known yields bitter fruit;" lovers want to be alone; but the exaggeration of this into a doctrine of love is nonsense. �Page 8 ST. JOHN'S COLLEGIAN Of .the three characters central to Troilus an.d Cnseyde, it is Pandarus, the friendly machi.nator who finally maneuvers Troilus and Cn~eyde t~get!ier, who provides the medium in w~ich their love can be clearly viewed as the unique and typical thing it is, in distinction ~rom the epoch-making thing Troilus thinks it is. Infan~il~ Tro~lus is the hero only in the sense t~at it is to him that lovesickness happens. When it does hoppen he is helpless, and humorless- he has lost his wits. Pandarus vainly struggles. to bring them back, rebukes, jollies along, ~nes to slap melting Troilus back into ~ome kmd of solid manful shape. When T ro~lus col!apses in tears before he knows that there is nothing to be done, Pandarus pushes him off to. do something. When Troilus wallows in gnef, Pandarus calls him the fool that h · p d h e 1s. an arus as no use for any fool, even love's fool; ~e talk~ in figures from the world of fact. With Cnseyde his problem is different. He knows her thoroughly (she is his niece), understands that she must be allowed to feel innocent, to rebuke his little deliberate baldnesses. He has for both of the lovers a genuine tenderness and su~tlety of understanding that are more apparent with her than with Troilus, where he suppresses them to shock his friend back to some ?rder and strength. Criseyde' s strength is not m doubt. She never joins his madness. Perhaps she always knows that there are other fish to. fry. But i.t is impossible to really judge Cnseyde; she is somehow beyond our reach. We wat~h her coy.ness, her calculating, her hardn~s.s, as it were, without ever being sure just how d1smgenuous she is. Did she genuinely believe her schemes for returning to Troy from the Greek camp? . Did she genuinely swoon, to aw~ke so fortmtously in the nick of time? The genms of ~haucer's portrait of Criseyde is that such que.st10ns are never finally answered . ~rotlus has everything in it, but weighs ~othmg. It laughs, and poetry is never more ~mpor.tant than when it laughs. As Chaucer's ~naud1ble laughter makes us understand, comedy is half, or all, from one view, of human life. Its area is the middle distance, where riddles are never resolved, and t?erefor~ comedies are long. !hey are full of asides, digressions, criticisms ~nstead of crises, tal~ instead of action . Comedy is not anecdotal; 1t escapes and refuses form It me.ans itself, where tragedy means somethin~ else; it. res.ts on no truth as final, rarely acts because lt Wlll n t t b f . k 0 ac e ore it nows, but unlike cynicism goes on talking because it see light ahe~d. When Socrates said that th: t~o~e and comic muses were the same, he meant t:lC both expose what we do not know. Tragedy sees less than everything and i's t . d oom· mitte ; Comedy sees everything and is · · · comm1tte d . I t is irreverent. Caucer' s rev never 1 . erence . f 1s or al that 1s. The comic spirit is just and loves the world entire. B:t -R.A. Aeneas To Dido (A ~peec? t;om an unw~itten play. Scene: a room rn Dido s palace. Time: the night before Aeneas leaves for Italy. Persons: Did0 and Aeneas. Dido is asleep. Ae-neas speaks:) Beyond your heavy arm and rounded face the buoy tolls. Beyond the window sill, the blind housefronts asleep, the dark parks dead with night the buoy tolls. Beyond the echoing boulevards and vacant lots and docks the buoy tolls. I can see it anchored out to sea, rolling in the swell. The heavy water heaves uneasily, hissing to itself; the sea wind breathes upon itself, and goes; and the buoy rises and falls, creaking and rattling in itself. And all this night I hear, this side the dock, the buoy toll; this side the boulevards and parks the buoy tolls; here in your arms, I hear the buoy toll the slow flow of the tide until the town's day-voices drown the buoy-sound with noisy sunlit stirs. Now you will hear it clang. (He wakes her.) -GENE THORNTON. St · ~~E,sTc. o'110HN'S O~LLEGIAN Friday official news academic o n s ege, published every is the during the organ of ~ear. OEntered as second elass matter October 15 1919 at the l~~t. ffice at Annapolis, Maryland, under the Act of March 3, St.- John's Collegian Vot.Lvv No. 1 ANNAPOLIS, WEDNESDAY, OCTOBER 23, 1946 The Oar of Ulysses Friday before last Mr. Neustadt opened the son with an examination of the Liberal Arts s the instrument by which men re 1ate t h em:elves to the world and a reading of the Odyssey as allegorical ~f th~ir pr~per use. Gramm~r, Rhetoric, Logic, Arithmetic. Geometry, MuSlC, Astronomy are famous and old terms, the lecturer began, but our insistence on them here is not ancestor-worship. We repeat and reinterpret them because they have not been exhausted by their history. They still name the ways in which man operates with symbols, and their classical division into the Trivium (first three) and Quadrivium (other four) still serves to distinguish these operations according to the two important kinds of symbols :verbal and, in the widest meaning, mathematical. "a . Price: 10¢ symbols, their refusal to mean just one thing, to move in just one way, and escapes the fatigue and anxiety of keeping up with them and taking them .continually to the world. But in fact tnis is the way symbols are made and should behave; the more one learns, the more intricately their meanings and relations parallel the structure of the world being learned, and the grammatical sinner will find (a punishment not specified by the Iecturer) that they behave that way in spite of him. He will be forced to complicate the rules of his hallucination again and again, until finally there are too many to remember, they begin to contradict each other, and the game ends in panic and disorder. The rhetorical sinner is fascinated by the power of symbols over men. The liberal arts have a pedagogical dimension; they are not common to all men and must therefore sometimes be used to bring men to conviction and action. Only a small twist is needed to subvert them entirely to that use, to transform the ambiguities by which symbols discover the world into equivocations by which they disguise it and gear the whole machinery of the liberal arts to persuasion without teaching. For this sin the punishment is more obscure. In another way: men are ·obligated to understand the world in which they live and its necess1t1es. But there are three perspectives, so to speak, in which a man must order himself: his relation to himself, his relation to other men and his relation to the world. These are the three dimensions of his experience, and as none of them is his whole experience, so also no experience is wholly one of them. Thus the Taking the true exercise of the liberal arts liberal arts cannot be insulated from one in this way, as the discovery of those necessities another. but continually interact; and one may and orders within which men must operate speak of the grammar of music, the logic of knowingly in order to be free, Mr. Neustadt geometry. turned to the Odyssey for its analogue and reNow one is not a . right liberal artist-that capitulated Ulysses' voyage as the story of three is to say, man- if any of these three areas of ' journeys of discovery: the discovery of his own learning is one's whole concern, or more par- identity, the discovery of his proper relation to ticularly if one permits the arts to become merely other men, the discovery of his proper relation reflexive or social, without culminating in the to the world. third perspective which in some way includes As far as the first of these can be disentanthese two. So we see men pervert the liberal arts gled from the second, it seems to be reflected in especially in two ways, which might be called the many answers the traveller and those who the grammatical and rhetorical sins. know of him give to the question "who is The man fallen into the grammatical sin, Ulysses?'' There is a kind of progress in these fascinated by the order of symbol_s, tends to answers, from the one Polyphemus gets: "No substitute it for the order of the world; his Man," to the one given to Penelope: the right symbolic machine grows self-sufficient and answer, which is, of course, the whole book. tyrannical; his arts turn black and incestuous His second journey also ends in Ithaca, where he and talk about themselves. He may imagine discovers the relations between himself and the that by this game he baffles the restlessness of people of his home when they tell him of him- � 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVIV No. 15 Title A name given to the resource St. John's Collegian, June 07, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-06-07 Description An account of the resource Vol. LVIV, No. 15 of the St. John's Collegian. Published on June 7, 1946. 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/bb9457c46f32dbf8dfbee162f2447521.pdf b0fea91175f69ab639bf9e20467794de PDF Text Text Page 8 ST. JOHN'S COLLEGIAN Of _the three characters central to Troilus an.d Cnseyde, it is Pandarus, the friendly mach1.nator who finally maneuvers Troilus and Cn~eyde toget~er, who provides the medium in w~1ch their love can be clearly viewed as the unique and typical thing it is, in distinction ~rom the epoch-making thing Troilus thinks it IS. Infan~il~ Tro~lus is the hero only in the sense t~at 1t 1s to him that lovesickness happens. When 1t does hoppen he is helpless, arid humorless- he has lost his wits. Pandarus vainly struggles. to bring them back, rebukes, jollies along, ~nes to slap melting Troilus back into ~ome kmd of solid manful shape. When Tro~lus col!apses in tears before he knows that there is nothmg to be done, Pandarus pushes him off to. do something. When Troilus wallows in gnef, Pandarus calls him the fool that he is. Pandarus has no use for any fool, even love's fool: ~e talks in figures from the world of fact. With Criseyde his problem is different. He knows her thoroughly (she is his niece), understands that she must be allowed to feel innocent, to rebuke his little deliberate baldnesses. He has for both of the lovers a genuine tenderness and su~tlety of understanding that are more apparent with her than with Troilus, where he suppresses them to shock his friend back to some ?rd er and strength. Criseyde' s strength is not m doubt. She never joins his madness. Perhaps she always knows that there are other fish to . fry. But i.t is impossible to really judge Cnseyde: she 1s somehow beyond our reach. We wat~h her coyness, her calculating, her hardn~s.s, as 1t were, without ever being sure just how disingenuous she is. Did she genuinely believe her schemes for returning to Troy from the Greek camp? Did she genuinely swoon, to awake so fortuitously in the nick of time? The genius of Chaucer's portrait of Criseyde is that such que.s tions are never finally answered. ~rozlus has everything in it, but weighs ~othmg. It laughs, and poetry is never more important than when it laughs. As Chaucer's ~naudiple laughter makes us understand, comedy is half, or all, from one view, of human life. Its area is the middle distance, where riddles are never resolved, and therefore comedies are long. !hey are full of asides, digressions, criticisms ~nstead of crises, talk instead of action. Comedy is not anecdotal; it escapes and refuses form. It me.ans itself, where tragedy means something else; 1~ res~s on no truth as final, rarely acts because it will not act before it knows, but unlike cynicism goes on talking because it sees light ahead. When Socrates said that the t~o~ and comic muses were the same, he meant both expose what we do not know. B~t Tragedy sees less than everything and is t . d C coni. mitte ; omedy sees everything and is n . d I . . ever ~o~m1tt e . t. 1s irreverent .. Ca~~er~ s reverence is or al that 1s. The comic spmt is just d loves the world entire. an t:u: 1 -R. A. Aeneas To Dido (A speech from an unwritten play. Scene : a room in Dido 's palace. Time: the night before Aeneas leaves for Italy. Persons: Dido and Aeneas. Dido is asleep. Aeneas speaks:) Beyond your heavy arm and rounded face the buoy tolls. Beyond the window sill, the blind housefronts asleep, the dark parks dead with night the buoy tolls. Beyond the echoing boulevards and vacant lots and docks the buoy tolls. I can see it anchored out to sea, rolling in the swell. The heavy water heaves uneasily, hissing to itself; the sea wind breathes upon itself, and goes; and the buoy rises and falls, creaking and rattling in itself. And all this night I hear, this side the dock, the buoy toll; this side the boulevards and parks the buoy tolls; here in your arms, I hear the buoy toll the slow flow of the tide until the town's day-voices drown the buoy-sound with noisy sunlit stirs. Now you will hear it clang. (He wakes her.) -GENE THORNTON. 'I'HE_fJT. JOHN'S O.OLLEGIAN is the official news organ ?f St. Johns College, published every Friday during the acaderme year. Entered as second class matter October 15 1919 at the Post Office at Annapolis, Maryland under the Act of March a, 1879. ' St. John's Collegian --Vol. LVV - No. ANNAPOLIS, WEDNESDAY, OCTOBER 23, 1946 The Oar of Ulysses Friday before last Mr. Neustadt opened the son with an examination of the Liberal Arts sea the instrument by which men relate themaslves to the world and a reading of the Odyssey s: allegorical of their proper use. Grammar, ~hetoric, Logic, Arithmetic. Geometry, Music, Astronomy are famous and old terms, the lecturer began, but our insistence on them here is not ancestor-worship. We repeat and reinterpret them because they have not been exhausted by their history. They still name the ways in which man operates with symbols, and their classical division into the Trivium (first three) and Quadrivium (other four) still serves to distinguish these operations according to the two important kinds of symbols :verbal and, in the widest meaning, mathematical. In another way: men are · obligated to understand the world in which they live and its necessities. But there are three perspectives, so to speak, in which a man must order himself: his relation to himself, his relation to other men and his relation to the world. These are the three dimensions of his experience, and as none of them is his whole experience, so also no experience is wholly one of them. Thus the liberal arts cannot be insulated from one another, but continually interact; and one may speak of the grammar of music, the logic of geometry. Now one is not a. right liberal artist- that is to say, man- if any of these three areas of learning is one's whole concern, or more particularly if one permits the arts to become merely reflexive or social, without culminating in the third perspective which in some way includes these two. So we see men pervert the liberal arts especially in two ways, which might be called the grammatical and rhetorical sins. The man fallen into the grammatical sin, fascinated by the order of symbol_, tends to s substitute it for the order of the world; his symbolic machine grows self-sufficient and tyrannical; his arts turn black and incestuous and talk about themselves. He may imagine that by this game he baffles the restlessness of Price: I 0¢ symbols, their refusal to mean just one thing, to move in just one way, and escapes the fatigue and anxiety of keeping up with them and taking them .continually to the world. But in fact tnis is the way symbols are made and should behave; the more one learns, the more intricately their meanings and relations parallel the structure of the world being learned, and the grammatical sinner will find (a punishment not specified by the lecturer) that they behave that way in spite of him. He will be forced to complicate the rules of his hallucination again and again, until finally there are too many to remember, they begin to contradict .each other, and the game ends in panic and disorder. The rhetorical sinner is fascinated by the power of symbols over men. The liberal arts have a pedagogical dimension; they are not common to all men and must therefore sometimes be used to bring men to conviction and action. Only a small twist is needed to subvert them entirely to that use, to transform the ambiguities by which symbols discover the world into equivocations by which they disguise it and gear the whole machinery of the liberal arts to persuasion without teaching. For this sin the punishment is more obscure. Taking the true exercise of the liberal arts in this way, as the discovery of those necessities and orders within which men must operate knowingly in order to be free, Mr. Neustadt turned· to the Odyssey for its analogue and recapitulated Ulysses' voyage as the story of three 'journeys of discovery: the discovery of his own identity, the discovery of his proper relation to other men, the discovery of his proper relation to the world. As far as the first of these can be disentangled from the second, it seems to be reflected in the many answers the traveller and those who know of him give to the question "who is Ulysses?" There is a kind of progress in these answers, from the one Polyphemus gets: "No Man,'' to the one given to Penelope: the right answer, which is, of course, the whole book. His second journey also ends in Ithaca, where he discovers the relations between himself and the people of his home when they tell him of him- �Page 2 ST. JOHN'S self, and recognizes that these relations depend on symbols (scar, word; only dogs cannot be deceived) whose power imposes on him a profound responsibility. The incidents of Ulysses' voyage, their center and turning point in his descent into the underworld, may be read as episodes of his approach to these discoveries. But as Tiresias has told him, there must be a third journey, for he must bow to a third order: the force of Poseidon. The ingenious man beloved of Athena must turn from his power over the word toward a place where men believe the oar, symbol of his subjection (and theirs) to the ,king of the seas and storms, to be a winniwing-fan, symbol of their domestication of nature and therefore of their pride. To these strangers (and himself) he must teach the discovering multiplicity of symbols, and tell without bitterness of the necessities he has at last come to understand. For his long voyage could only have brought him to darkness without the illumination of this final humility. I am not sure how adequate to the lecture this summary is; it commits the grammatical sin here and there in imposing an order of later construction on my notes, which have very little order of their own. For example, I have clapped on to the lecturer's retelling of Ulysses' adventures an allegorical scheme which may have been intended but was far from clear at the time: I suspect, too, that the summary distorts what Mr. Neustadt meant by "the world" and begs what he meant by Poseidon-Nature. Both definitions are crucial to the sense of the lecture. Neither of them emerged in the question period, one of the murkiest within memory. -R.G.A. Which Catalogue Do You Read Athletic Director· St. John's College Annapolis, Md. Dear Sir: I am writing you as I have two outstanding football players I would like to recommend. One is 6' 3", weighs 210-plays end and tackle, w bile the other is 5' 10 Yz ", weighs 1 7 0 pounds and is just about one of the best halfbacks you would want to see. It will be necessary to obtain scholarships for both boys, but I am sure that they will earn sufficient glory and additional gate receipts for the old school to square up the debt. COLLEGIAN ST. If you are interested, I trust you will write me as soon as possible, as I would like to place these two boys. Sincerely yours, St. John's , 1921. The Collegian mail box has been stuffed the past few weeks with the first editions of a number of college newspapers. We have also been singled out by Miss Lily Roberts, a reporter on the University of Rochester paper as one of the progressive colleges she plans to do a series of articles on, and wants to know all about dorm life, fraternities , marks, clubs, etc., on the campus. With the exception of the one publication that addressed usSt. John's Collegian United States Naval Academy Annapolis, Md. we took all of this pretty much in stride. After all, we are an American college, located in an American community, and this is the year nineteen hundred and forty-seven. We have been receiving other college publications for some time now, and Miss Roberts' inquiries are representative of the type information they are bent on acquiring and relaying to their student readers. I think it is obvious tQ all the old Collegian readers, and will shortly be quite clear to the new ones that we are not trying to do the same kind of a job. What then are we attempting to do? If we can consider the college as a community, and primarily as an intellectual community, the basic function of the Collegian is to serve as an instrument of intellectual communication in this community. We believe it our peculiar responsibility to abstract from the number of intellectual activities both within and outside this community, those that have the greatest common denomination to all of its members. The review of the Friday night lecture which usually forms the backbone of each issue is a good example of this idea. The lecture in a very real sense brings, or at least, hopes to bring, the formal intellectual activity of the week to a culminating point. It is a common experience to all members of the community. Hence it is re:.introduced by us for the purpose of promoting further thought, discussion and cntlc1sm. It is certainly our intention to extend the radius of our abstracting function beyond this important but limited starting point. JOHN'-S COLLEGIAN Page 3 suitably vigorous, obvious and showy, for in Jonson energy and brilliance take the place of life. But I think Mr. Di Grandi should not have tried to give depth to Mosca. His passionate cry of hate at the end of the fourth act shattered the play. Mosca's mode of being is wit. It is not he but Volpone who is terrifyingand gr~at. For this Fox is not fox only but, as Mosca himself observes, wolf too and, in the end, lion. If Mr. J aquette as Corvino was sometimes painful in the ·hysterical violence of Volpone Several months have gone by since the King his extravagance, the fault might be said to be William Players' production of Volpone un- in the spirit of the part, Jonson here, as elseder the direction of Mr. Landau. Perhaps it is where, wringing the last drop from character now too late for particular comment. However, and situation. I was a little surprised to hear several times I do not thipk the COLLEGIAN should let the in the week following the performances that occasion pass unnoticed. I shall, therefore, take the liberty, first, of congratulating Mr. Landa~ the King William Players should attempt only and the Players on their achievement and, sec- the best. Jonson is not Shakespeare nor is he ond, of replying to some who said that the play Moliere. Perhaps his comedies have too much scorn and disgust to be comedies. In spite of is not good. Volpone is long, complex and difficult; the his holding that comedy should " sport with principal roles are exacting; and Mr. Landau's human follies, not with crimes," he owned his mise en scene was ambitious and elaborate. A "pride or lust to be bitter." In the dedication fiasco was possible if not probable. But the pro- of Volpone to the Universities of Oxford and duction, taken as a whole, was eminently sue- of Cambridge he wrote: " Ben's children have . cessful. It showed, among other things, that come into the world with all their teeth." But, call them what you will, his best plays Coleridge was overstating the case when he said that it is impossible to keep up any pleasurable are masterpieces. Without humor or indulinterest in a story in which there is no goodness gence they have a terrible inhuman gaiety, perfectly 'suited to their subject, the exhibition of of heart in any of the prominent characters. vice. Nothing else could make tolerable the The play had to be cut. The conversations between Sir Politic Would-Be and Peregrine spectacle of such "resolute and resourceful and the antic interludes of Volpone's domestic wickedness." Jonson has no science of the monsters- the dwarf, the eunuch, the herma- heart; he creates no living men. But he sees phrodite-wei;e omitted. Both of these sets of everything, and all that he sees he simplifies, scenes, in their different ways, give added relief dilates and galvanizes into the astonishing acto the deformity and terror, the lurid atmos- tion of his plays. This action is also exposiphere of the central action. But the gain from tory discourse, full, lucid and eloquent. For their sacrifice, if only in the shortening of time Jonson is a learned humanist poet, and he 1s and in the reduction of detail, was too great to always arrogantly and ironically didactic. If the plot of Volpone is anywhere excelled, forego. it is by Jonson himself in The Alchemist. And Whether the stage-or series of stages-running the whole length of the gymnasium, with the hybris and nemesis of Volpone are on a the consequent emphasis on the life of the larger and grander scale. Something strong hrger setting, Venice itself, and the effect of and solid and intricate is moving with ease and pgeantry, ·was a happy idea is open to doubt. certainty, and at even speed. One has the sense The animation, variety and novelty it provided of knowledge and of power. There is exer made possible must, perhaps, be weighed hilaration, if not deiighJ:, and there is, above all, against the concentration and intensity lost with as with Corneille, the great Renaissance passion the rejection of the small, fixed and framed, of admiration. That the King William Players made it possible-and easy-for us to particitraditional stage. Mr. Camponeschi as Volpone, Mr. Di pate in this magnificence is their justification and RICHARD SCHOFIELD. Grandi as Mosca and Mr. Abb as Voltore were praise. We want to encourage both creative and critical writing, enliven interest in the arts, in politics, · nd the affairs of our contemporary civilization. f or such an enterprise we need the cooperation, the writing cooperation of the entire community . Upon it we depend entirely. We shall develop and improve or disintegrate and decay according to the magnitude and the quality of the response of the student body. THE EDITORS �Page 4 ST. JOHN'S The Fine Arts - Mona Lisa's Smile Leonardo da Vinci, who was both a liberal and a fine artist, is most famous for a painting distinguished by a mystery which can be measured and analyzed, but never completely explained by numbers or logic. Yet one can come to terms with the Mona Lisa, one can " understand" it in some curious way, and it is necessary for us to learn how if the fine arts are to take their proper place, here at St. John's and in our whole lives. We have h~re works of art in abundance, and some of us are engaged in their production. The King William Players, the Film Club, and the projected orchestra and chorus present works of the dramatic, cinematic, and musical arts. Infrequently-much too infrequently-a poem or story is published in the COLLEGIAN. There once was, and we hope will be again, a Spring Art Show at which the paintings of artists on campus were exhibited. Concerts and recitals are a required part of the curriculum-though why music alone of the non-literary fine arts is so honored is a dark mystery-and among the Great Books are many works of the literary, dramatic, and poetic arts. Annapolis is dotted · with excellent examples of the art of architecture, and the concert halls, museums, and theaters of Washington and Baltimore provide drama, music, and dancing . Yet for all this, a feeling persists with those interested that the :fine arts are misunderstood and neglected on this campus. " The fine arts ," says the writer of the Official Statement of the St. John's Program, "contain the most imposing set of disciplines that have established themselves and survived in the modern world by claiming independence from the liberal arts. It is one of our aims to recover and reintegrate them with the liberal arts ." This does not seem to have been done. N o seminar has ever exhausted the meaning of a play of Shakespeare by breaking it up into its gramatical, rhetorical, and logical parts, no final understanding of a Beethoven Quartet has been reached by measuring its ratios and proportions, and the beauty of the Greek temple has not been laid bare in the drawing labs. Some understanding has been reached, but just as the measurements of a human skeleton give us no idea of the whole person, his shape, temperament, texture, and spirit, so the liberal arts fail to define and "explain" a work of fine art. This COLLEGIAN seems to be true because the liberal arts are intellectual arts, while many of the elements of a work of fine art are inaccissible to reason. For example: the harmonic and formal structure of a Beethoven Quartet can be understood by reading a score, but no one expects to "understand" the quartet without hearing it. The sounds produced by the string quartet have their meaning, too-an emotional meaning, perhaps ; certainly a meaning which cannot be reasoned about too closely. Another example: the relation of a man to Aristotle's Organon is the relation of his mind to ideas, but his relation to Oedipus Rex is .. . . what? A great deal in addition to a relation of mind to idea . Oedipus Rex can be read as a disguised treatise on fate and free will, and such a reading is necessary, but it fails to achieve the emotional effect of tragedy, the arousing of pity and terror, without which the final meaning of the tragedy is not reached. It seems to this writer that a few bones of the fine arts, those parts. of the musical and literary arts which are closely related to the liberal arts, have been assumed to be the whole of the fine arts, while the flesh and muscles, veins, organs and skin of the fine arts have been disregarded as superfluous and " romantic." Some of the fine arts, which are less easily equated to the liberal arts (is ballet a part of the trivium or quadrivium? a branch of geometry , perhaps) have been forgotten. This is not altogether the fault of the Program, for the fine arts, which are different from the liberal arts in many ways, perhaps in essence, have no central place in the curriculum of a liberal arts college. The failure of the fine arts on this campus can also be attributed to a confusion concerning the proper relation of a person to a work of fine arts. Some of us do not go to a concert to hear music, we go to be able to discuss the performer's technique . Some of us who might enjoy poetry refuse to do so because of a sort of philosophical fear of exercising the emotions-the sort of fear that once led a former member of thi~ community to say that he did not like Spring, because it was so hard to be a philosopher then. Others reject the fine arts as beneath the notice of a scientist. And still others suffer from the local confusion of the fine and liberal arts. This writer is neither fine nor liberal artist enough to solve the problem he has tried to pose. He hopes that others may be able to shed light on the problem and its solution, or on any aspect of the fine arts. The old Arts Column of ST . JOHN'S be COLLEGIAN has been revived for that purr ose, as a bulletin board for comment and con~roversy on the fine arts, and contributions are welcomed . . -GENE THORNTON. The Tomb The afternoon had gone its silent way Along the slowing sea where, child-like, the sand Held its still warm face to be kissed. I lay Dreamily, my cheek against your hand; -I with the leisure of the loving Longing for.,eternity. ,, Bury me! you pleaded with a soft delight moving In your voice that seemed to carry me To you ; and I who hardly knew you turned To your dark eyesNo sculptor ever felt A greater love; I worked and smoothed and learned The ancient art and saw your smallness melt Into the sand ' til .... just your perfect face Cradled in your hair looked up at me Like a lone water lily, out of place Upon the bottom of a sunken sea .. -MATSON EWELL. Sports With the recent announcement by Coach Ned Lathrop that athletic teams have been revised to include five instead of nine competing groups, St. John 's again faces the prospect of a ) poor athletic turnout for team sports. The new division , says Mr. Lathrop , is based on division of talent and available playing time. To those who observe that before the war, the college fielded nine teams out of 150 students, while now it apparently expects to produce only five teams out of 230 , his reply is that " the young sprouts who came out then regardless of whether class work was completely done have been replaced by serious veterans who are determined to get their w:ork finished before coming out for sports." This attitude, if followed completely, however, will eliminate sports completely, for it is only a brave student who can ever claim to have his work completely finished . Irt the Words of President Barr, ' 'The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich 'in terms of health , recreation, skill, and co-ordination." COLLEGIAN Page 5 Consequently, this column strongly urges that members of the college examine themselves, determine how far to carry the problem of "keeping up with classwork," and do not ignore the slogan of "a sound mind in a sound body." Practically, it is suggested that those students who are interested in furthering the athletic program on the campus, evaluate the capabilities of their seminars, point out to less enthusiastic classmates that the terms " student" and " athlete" are not categorically exclusive, and attempt to develop balanced participation on the part of every student, so that teams are not always represented by the same nucleus of players for every sport, but are composed of all members of the seminar. Only by the elimination of the " work horse," can sports be successful as needed recreation for any student. Although the reorganizing of teams will necessitate discarding games already played, it is only fitting that tribute be paid those groups who have turned out to play. FOOTBALL Junior- 3 . ... 18 - Senior-a . . . . 0 Senior-b . . . . 6 - Junior-2 . . . . 0 Soph-efgh .. . 14 - Frosh-abed . . 0 Soph-efgh . . . 0 - J unior-1 .0 SOFTBALL Junior- 3 ... , 13 - Senior-a . .6 The revised athletic combinations now mclude: .. approximately 71 members Freshmen Sophomores 70 " Junior-I ~ Senior-a 34 Junior-2 ~ Senior-b 34 Junior-3 18 In the second game of the new schedule, the freshmen, numbering over 70, failed to field nine men and forfeited their softball game. -JAKE SMEDLEY. Employment Co-op On the evening of October 8 the Employment Co-op succeeded in holding its first meeting. The result was the election of a board of directors, who are : Mr. Hadnefield, chairman; M ;. Cridland, manager; Mr. Bartle, treasurer; Mr. Eunick and Mr. Widder. These gentlemen will set the policy for the coming year. A statement of the Co-op' s purposes may be helpful for those unacquainted with this organization. The Co-op is designed to secure short term outside work for those interested. �Page 6 ST. JOHN'S - COLLEGIAN while palace revolutions bring new rulers in and old ones out without affecting our lives much one way or the other. And if Spengler is right we can no more stop the approach of this new world than King Canute could stop the rising ride. We can build sand dams (a conservative is a person who builds sand dams) but nothing more. For the course of history is predetermined, as completely and unalterably as the life of a plant. It would take us too deep into Spengler's philosophy of history to explain why this is true, so you will have to take my word for it that his reasons are very impressive-for one who is liable to fits of depression, sometimes overwhelming. The work consists chiefly in evening baby tending, other jobs also being solicited . Dues are paid each term, and these are used for advertising. and the manager's salary. The manager receives calls from persons desiring sitters, or other workers, and appoints a member to the job. All who are interested in joining the Coop are kindly requested to see one of the board members. and go study engineering. (There are great dams and canals to be built in this century.) "But," you say, "the official statement of the aim of the college doesn't include the nurture of genius, whatever the private aims of its members may be. So there still may be hope for the college's having a significant place in a Spenglerian world." Let us see. According to the catalogue, the purpose of St. John's is to provide "a measure of liberal education" for "each man" so that he may make St. John's and The Decline of the West "free. . (and) intelligent (choices)." The value of being able to make free and intelligent It took Oswald Spengler ten years and two choices is obvious: you can vote wisely if you're fat volumes to set forth clearly, in The Decline a voter and govern wisely if you're in governof the West, his philosophy of history, and I ment; and the country will be a lot better off wouldn't dare try to summarize it in a hundred for it-so well off, perhaps, that there will be or so words. But I have to sketch in a few of peace and leisure enough for a great flourishing the main outlines of his picture of civilization of art and thought. today, if you are to see where St. John's fits in. Now in order for a man to be able to make I don't ask or expect you to believe that the free and intelligent choices and have them mean proportions of his picture are correct or the· colors true- I ask only that you look at anything, he must be able to act on his choices Spengler's picture as you looked at the Parmen- or decisions in such a way that he will get reides for the first time, with stunned disbelief and sults, the desired results. And here the aim of the St. John's program runs up against Spengler anger at such perversity, but a fierce determinaagain . He predicts that this century will contion to find out what it's all about. Then, sist of a series of world wars the like of which when the picture is drawn, we can sketch the time has never seen (this was written before college in. World War I), that these wars will end only To begin, if greatness in the fine arts when one nation remains standing triumphant philosophy, the sciences, etc., can be compared but exhausted over the prostrate bodies of all to money in the bank, then the account of other nations, and that during the wars Western Western civilization is overdrawn, and there's civilization as we know it-or as our fathers no more money coming in. There will be, knew it, for the process has already begunSpengler says, no more great paintings, no more W estern civilization, with its middle-class rulers, great music, no more significent thought, no limited civil liberties, big business, sport, artmore important discoveries in science. There fads, capital-labor controversies and nationalwill .be only piddling refinements of kmg since ism, will dissolve into a gigantic world-state e~otlc, half-digested imports (Yogi and pseudowith only two classes, the ruled, which will ind1sc?vered g~ld ( neo- Thomism, for example) , clude us .here or our descendants and most of the ~f.ncan music), cheap sensations designed to rest of the world's people, and the rulers, which titillate th: ~erves of the jaded (Stravinsky and will consist of a very small elite, the Imperial pa.rlor soCiahsm) and the fumblings of simple- family of an lmperium Americanum or Germmded fools (Union Now). "If our great manicum. (Again I remind you-but for a ~rt~ lie behin~ us," says Spengler, "our great different reason-that this was written before J~nsprudence 1s yet to come, " and he sees great World War I.) There will be a burning of the history yet to be thought out and written, but books, the democratic liberties will be forgotthese are all. ten, the distinction between capital and labor You can see already that if the job of St. will disappear before the all-important distincJohn's is to turn our persons-even one-who tion between ruler and ruled, big business and might write a great book on .a nything but his- the middle class-all clases, except ruled and tory or jurisprudence, St. John's is doomed to ruler-will disappear, and most of us will be ~ail, and tho~e of us who are secretly prepar- cvntent to lie stunned and submissive, like the mg a new ep1stomology might as well give up fellaheen of Egypt, seeking solace in religion, You have already seen St. John's hope of producing a great book .blasted-you now see that its official aim of increasing the effectiveness of democracy is a century out of date. (Democracy is a phenomenon of the nineteenth century, and the effectiveness of free will is an illusion.) What meaning, then, does St. John's have in twentieth century Western civilization? 1 Page 7 ST. JOHN'S COLLEGIAN Western civilization (by which Spengler means the civilization that was born between the Vistula, the Adriatic, and the Guadalquivir around 1000 A. D .. a shoot of which was planted on the American continent in the seventeenth century) Western civilization is the most introspective and self-conscious of the eight or ten civilizations Spengler discusses. This is evidenced by the great autobiographies and histories which Western men have written -the Greco-Romans (whose civilization is separate from ours, rather than its foundation) never wrote autobiographies and their histories are merely collections of travelers tales, myths, and personal anecdotes. And in this century this introspective, self-conscious mind of the West will-in fact, does already-turn to the study of the origin and growth of its own thought. So St. John's is slightly interesting to a Spenglerian as an example of Western's man· s concern with his intellectual roots and development, though to suppose that our thought is "descended" from that of Plato and Aristotle is heresy to a Spenglerian. Someone said to me once that St. John's will be like a small candle in the coming night of civilization, or like a monastery during the Dark Ages, a small depository for learning until the world once more has use for it, until a new But all orthodox Spenglerians Renaissance. know there will be no new Renaissance, only the birth of a new and different civilization on the steppes of Asia. And this rising civilization of Mother Russia, intensely religious and not to be confused with the Soviet regime, will reject the learning of the West as the work of the Devil. By and large, to a good Spenglerian the St. John's program is just another sympton of the decline of the West, just another fad, like Yogi or surrealism, another vain illusion thought real by a few insignificent men who are unaware of the true necessities and direction of history. And those of us who want greatness in the Western World cannot reach it by the St. John's road. The program may be used by a potential historian as a first reader in Western thought, but the Navy or M. I. T. offer more certain roads to success. He who insists on being a great artist or a great philosopher might as well jump off the Severn River Bridge today, and those who hope to insure democracy by liberal education are drowning men clutching at straws. "A task that historical necessity has set will be accomplished with the individual or against him," says Spengler at the end of The Decline of the West. "Ducent Fata volentem, nolentem trahunt." -GENE THORNTON. To the Student Body: We wish to thank you for your cooperation with us in the Dining Hall during these past few weeks. However, we are still lacking the necessary equipment and you will have certain inconveniences until it arrives. Till that time we must ask you to bear with us. HERB STERN, Headwaiter, and The Staff of Waiters. THE ST. JOHN'S COLLEGIAN is the official organ of .St. John's College, published every other Wednesday during the academic year. Entered as second class matter October 15, 1919, at the Post Office at Annapolis, Maryland, under the Act of March 3, 1879. �Page 8 ST. JOHN'S COLLEGIAN SOME BOOKS RECENTLY ADDED TO THE COLLEGE LIBRARY Adler ............. . Diagrammatics Random House ........ . .. . 1932 Bergson . ......... . , The creative mind. . . . . . . . . . . . . . . . . . . . . . . PhilosophiGal library ...... . !1946 Broch . . ...... ·~ .. . The death of Virgil ...................... . Pantheon 1945 Ca ssirer. . . . . . . . . . . . Rousseau, Kant, Goethe. . . . . . . . . . . . . . . . . . . Princeton ............ · · · · · . Comenius ......... . The angel of peace . .................... • . Pantheon 1944 Cooper ......•••.... Aristotle, Galileo and the Tower of Pisa .... Cornell 1935 Coolidge .......... . A history of the conic sections and quadratic equation ........................ . Oxford 1945 De Rougemont .... . The devil's share ................... . .... . Pantheon . . . . . . . . . . . . . . . . . . 1944 Dostoevsky ........ . Dostoevsky ........ . 1916 Glick .. . .......... . H eath ............ . Pages from the journal of an author ..... . Luce . . . . . . . . . . . . . . . . . . . . . . The short novels with introduction by Thomas Mann . . ......... . ........... . Dial . . . . . . . . . . . . . . . . . . . . . . . En Jacob Agada of the Babylonian Talmud A history of Greek mathematics ......... . Oxford H eath ............ . A manual of Greek mathematics ..... . ... . Oxford 1921 Holmes ........... . The common law ....................... . Little . . ................... . 1946 1945 1945 1921 Heine ............. . Germany. A winter's tale ................ . Fischer ................... . 1944 H ein e ............. . Prose and poetry ........................ . Dent ................... ·· · 1934 Ibn Paquda ....... . Duties of the heart ................ . ..... . Bloch ... . ................ . 1935 J eans ............. . The astronomical horizon ............... . Oxford ................... . 1945 J esper sen ..•....... How to teach a foreign language: ........ . Allen ..................... . 1944 Kafka ............ . Kant ............. . Lewis ............. . The castle ............................. . Logik .......•................. . , ....... . The great divine ....... . . . . . . . ... ..... .. . Knopf .................... . Leipzig 1946 Macmillan 1946 Maund ... . ....... . Hume's theory of knowledge ............. . Macmillan 1937 Murray ........... . Two plays of . ............ . . Oxford . . . . . . . . . . . . . . . . . . . . 1945 Newton ........... . Observations upon the prophecies ........ . Men~nder ... Darby . . . . . . . . . . . . . . . . . . . . . 1733 P et er sen. . . . . . . . . . • Hippocratic wisdom .......... . ...... . .. . Charles C. Thomas .......... Drawings of Nicholas Poussin. Warburg Institute Proclus ........... . Commentaries on First Book of Euclid, translated by Thomas Taylor .......... . London . . . . . . . . . . . . . . . . . . . . 1946 Proclus ........... . Philosophi Platonici .......... . ......... . Prostant . . . . . . . . . . . . . . . . . . . 1864 Pushkin .......... . Rand ............. . Eugene Onegin ........................ . Cicero in the courtroom of St. Thomas Aquinas . . .. .. . . . ............. . . . .. . . . University of Calif. . . . . . . . . . 1937 Marquette Univ. Press . . . . . . 1946 Sarachek ......... . Schelling .......... . The doctrine of the Messiah ............. . Of human freedom . ......... : ........... . J ewish Theo!. Seminary. . . . . Open Court .. ~ . . . . . . . . . . . . . 1932 1936 Schrodinger ....... . Scott ............. . Vico .............. . What is life? . .. . ........ . .............. . Standard methods of chemical analysis .. . The autobiography of Grambattista Vico .. Cambridge . . . . . . . . . . . . . . . . . 1945 Von Nostrand . . . . . . . . . . . . . . C1939 Cornell Univ. Press ........ . Vico .............. . Oeuvres .............................. . . Paris ..................... . Whewell .......... . The Platonic dialogues ... . .. . ......... . . . Macmillan ................ . Wickst eed ... . ..... . Dante and Aquinas ..............•........ Dent ..................... . Wild . . ......... .. . . Plato's theory of man ................... . Harvard .................. . Zeitlin .. .. ........ . Maimonides Bloch .................... . 1792 t. John's Collegian Vol. LX - No. 2 ANNAPOLIS, WEDNESDAY, NOVEMBER 6, 1946 Trivium Socrates : ''Writing, Phaedrus, has this strange quality , and is very like paintings ; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence. And so it is with written words ; you might think they spoke as if they h ad intelligence, but if you question them, wishing to know about their sayings, they always say only one and the same thing. And every word, when it is written, is bandied about, alike among those who understand and those who have no interest in it , and it knows not to whom to speak or not to speak ; when ill-treated or unjustly reviled it always needs its father to help it ; for it has no power to protect or help itself." - :o: Since most of the aud ience heard Mr. Kieffer's lecture musically , w h ich is to say scarcely at all because of an altercation between a circuit and a fuse , any lecture review in the conventional manner seems impossible. A compromise solution has been reach ed. A kind of tra nscription of the lecture, accompanied with a kind of commentary, will follow upon a tedious statement concerning cnt1ctsm. Then, sometime later, Mr . Kieffer w ill follow up this transcription with an essay on the trivium, in which the distortions of this review will be rectified and the omissions stated. Tedious statement: Probably the rarest creature but for the duckb ill platypus is a By nature critic is that which has cnt1c. neither gen der, nor number, person or case. By nature critic is nameless, and , like the one of the Parmenides, can be talked about and understood only through other things . Now a lecture is a thing to be t alked about and understood . It is a thing, whatever else it may become, which is independent of you. If you wish to say that it depends on someone in order to exist at all, this can be granted- without understanding what is meant- provided that the someone or the you can be any "someone" or any "you." In short, the opinion of any person is irrelevant to what the lecture is. Price: 10¢ Just as the name, age, voice and "personality" of the lecturer is irrelevant to what the nature is and is not. It is irrelevant whether a critic likes or dislikes a lecture. His own particular, sentimental thoughts about it are unimportant insofar as an understanding of the lecture is the end. If a critic's "I liked" or "I disliked" is relevant, it is only on the occasions when he could just as easily and even more correctly have said that " It was a bad lecture" or " It was a good lecture." Suppose , then , that either a good or a bad lecture has been given and the critic is faced with the peculiar problem of reviewing it for an audience which has heard the lecture and is itself critical. Since everyone has heard the lecture, he need not repeat it in his review. Since it is a critical audience to whom he directs his words, he can talk about the world surrounding the lecture. He has seven pens with which be can write, using them separately or in any of innumerable combinations. H e can borrow the principles, stated or unstated in the lecture, and, with the help of a calculus or the Categories or the Elements explicate the kind of world the lecture postulates. He can retell the lecture in a different dress, as a myth or a dialogue ; he can write a lyric poemthough this form is reserved to the cloistered few; he can simply state the principles. This may require the critic to discover and reveal to you the elements of the formula which, in terms of his critical principles, runs through any poem . Thus , in Mr. Kieffer's lecture, both the critic and the audience should be concerned w ith the mode in which such symbols as original sin, redemption, hell, purgatory, paradise are handled . What have the furies become? Where are the libation-bearers? Who lets fly the shafts from Apollo's bow? Why must Lit' Abner go to the city? In conclusion let it be postulated that no good critic or lecturer has ever bothered to say that man is a rational animal in precisely those words . For both know that man is most serious at the times when he is most metaphysically nostalgic. It is only when the good lecturer looks himself in the face that he is tempted � 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVV No. 01 Title A name given to the resource St. John's Collegian, October 23, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-10-23 Description An account of the resource Vol. [LVV], No. 1 of the St. John's Collegian. Published on October 23, 1946. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b2164e37bb932e9eccefbece27fb211a.pdf dcd878ebbda2b98b59443b75eab89797 PDF Text Text Page 8 ST. JOHN'S COLLEGIAN SOME BOOKS RECENTLY ADDED TO THE COLLEGE LIBRARY Adler ........•....• Diagrammatics Random House ........... . 1933 Bergson ..........• , The creative mind. . . . . . . . . . . . . • . . . . . . . . • PhilosophiGaL library .. · · · .. [946 Broch ......... > • The death of Virgil. . . . . . . . . . . . . . . . . . . . . . . Pantheon ........ · · · · · · · · .. 1!)45 Cassirer. . . . . . . . . . . . Rousseau, Kant, Goethe. . . . . . . . . . . . . . . . . . . Princeton .. · · · · · · · · · · · · · · · · 1945 Comenius. . . . . . . . . . The angel of peace ...................... . Pantheon 1944 Cooper. . . . . . . . . . . . . Aristotle, Galileo and the Tower of Pisa ... . Cornell 1935 Coolidge........... A history of the conic sections and quadratic equation ........................ . Oxford 1945 De Rougemont. . . . . The devil's share ........................ . Pantheon ................. . 1944 Dostoevsky. . . . . . . . . Dostoevsky. . . . . . . . . 1916 Glick. . . . . . . . . . . . . . Heath. . . . . . . . . . . . . Pages from the journal of an author ..... . Luce ..................... . The short novels with introduction by Thomas Mann ....................... . Dial ...................... . En Jacob Agada of the Babylonian Talmud A history of Greek mathematics ......... . Oxford Heath. . . . . . . . . . . . . A manual of Greek mathematics ......... . Oxford 1921 Holmes. . . . . . . . . . . . The common law ....................... . Little ............ · · · · · · · · · · 1946 Heine. . . . . . . . . . . . .. Germany: A winter's tale ................ . Fischer ................... . 1944 Heine. . . . . . . . . . . . . . Prose and poetry ........................ . Dent ..................... . 1934 Ibn Paquda. . . . . . . . Duties of the heart ................... . .. . Bloch .................... . 1935 Jeans. . . . . . . . . . . . . . The astronomical horizon ............... . Oxford ................... . 1945 Jespersen. . . . . . . . . . How to teach a foreign language: ........ . Allen ..................... . 1944 Kafka. . . . . . . . . . . . . Kant. . . . . . . . . . . . . . Lewis. . . . . . . . . . . . . . The castle ............................. . Logik .......•..................•........ The great divine ........................ . Knopf .................... . Leipzig 1946 Macmillan 1946 Maund. . . . . . . . . . . . Hume's theory of knowledge ............. . Macmillan 1937 Murray. . . . . . . . . . . . Two plays of Men:;inder ................. . Oxford ................... . 1945 Newton............ Observations upon the prophecies ........ . Darby .................... . 1733 Petersen. . . . . . . . . . • Hippocratic wisdom .................... . Charles c. Thomas ......... . Drawings of Nicholas Poussin. Warburg Institute Proclus ........... . Commentaries on First Book of Euclid, translated by Thomas Taylor .......... . London ................... . Proclus ........... . Philosophi Platonici .................... . Prostant 1946 Pushkin .......... . Rand ............. . • • 1945 1921 1792 1864 Eugene Onegin ........................ . Cicero in the courtroom of St. Thomas Aquinas ............................. . University of Calif. 1937 Marquette Univ. Press ..... . 1946 The doctrine of the Messiah ............. . Of human freedom .......... : ........... . Jewish TheoI. Seminary .... . Open Court .. ~ ............ . 1932 1936 Scott ............. . Vico .............. . What is life? ............. . ............. . Standard methods of chemical analysis .. . The autobiography of Grambattista Vico .. 1945 Cambridge ................ · C1939 Von Nostrand ............. . 1944 Cornell Univ'. Press ...... · · · Vico. . . . . . . . . . . . . . . Oeuvres ............................... . Paris ................. · · · · · Whewell........... The Platonic dialogues .................. . Macmillan ............. · · · · Wicks teed. . . . . . . . . . Dante and Aquinas ..............•........ Dent .... : .. .......... ··· Wild. . . . . . . . . . . . . . . Plato's theory of man ................... . Harvard ............... · · · · Zeitlin............. Maimonides Bloch .............. · · · · · Sarachek ......... . Schelling .......... . Schrodinger ....... . .................... · ..... ·. 1835 t. John's Collegian Vol. LX - No. 2 ANNAPOLIS. WEDNESDAY. NOVEMBER 6, 1946 Trivium Socrates: " Writing, Phaedrus, has this strange quality. and is very like paintings; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence. And so it is with written words; you might think they spoke as if they had intelligence, but if you question them , wishing to know about their sayings, they alwa ys say only one and the same thing. And every word, when it is written, is bandied about, alike among those who understand and those who have no interest in it, and it knows not to whom to speak or not to speak; when ill-treated or unjustly reviled it always needs its father to help it ; for it has no power to protect or help itself." -:o:Since most of the audience heard Mr. Kieffe r's lecture musically , which is to say scarcely at all because of an altercation between a circuit and a fuse, any lecture review in the conventional manner seems impossible. A compromise solution has been reached . A kind of transcription of the lecture, accompanied with a kind of commentary, will follow upon a tedious statement concerning cnt1c1sm. Then, sometime later , Mr. Kieffer will follow up this transcription with an essay on the trivium, in which the distortions of this review will be rectified and the omissions stated . Tedious statement: Probably the rarest creature but for the duckb ill platypus is a critic. By nature critic is that which has neither gender, nor number, person or case. By nature critic is nameless , and , like the one of the Parmenides, can be talked about and understood only through other things. Now a lecture is a thing to be talked about and understood. It is a thing, whatever else it may become, which is independent of you. If Y wish to say that it depends on someone in ou order to exist at all, this can be granted-without understanding what is meant-provided that the someone or the you can be any ''somene" or any "you." In short, the opinion of Y person is irrelevant to what the lecture is. Price: I 0¢ Just as the name, age. voice and "personality" of the lecturer is irrelevant to what the nature is and is not. It is irrelevant whether a critic likes or dislikes a lecture. His own particular, sentimental thoughts about it are unimportant insofar as an understanding of the lecture is the end . If a critic's "I liked" or "I disliked" is relevant, it is only on the occasions when he could just as easily and even more correctly have said that "It was a bad lecture" or " It was a good lecture." Suppose, then, that either a good or a bad lecture has been given and the critic is faced with the peculiar problem of reviewing it for an audience which has heard the lecture and is itself critical. Since everyone has heard the lecture, he need not repeat it in his review. Since it is a critical audience to whom he directs his words, he can talk about the world surrounding the lecture. He has seven pens with which he can write, using them separately or in any of innumerable combinations. He can borrow the principles, stated or unstated in the lecture, and 1 with the help of a calculus or the Categories or the Elements explicate the kind of world the lecture postulates. He can retell the lecture in a different dress, as a myth or a dialogue; he can write a lyric poemthough this form is reserved to the cloistered few; he can simply state the principles. This may require the critic to discover and reveal to you the elements of the formula which, in terms of his critical principles, runs through any poem. Thus, in Mr. Kieffer's lecture, both the critic and the audience should be concerned with the mode in which such symbols as original sin, redemption, hell, purgatory, paradise are handled. What have the furies become? Where are the libation-bearers? Who lets fly the shafts from Apollo's bow? Why must Lit' Abner go to the city? In conclusion let it be postulated that no good critic or lecturer has ever bothered to say that man is a rational animal in precisely those words. For both know that man is most serious at the times when he is most metaphysically nostalgic. It is only when the good lecturer looks himself in the face that he is tempted �Page 2 S T. J O HN'S by gods and rational animals. T h en he enraptures and enthralls. Then are the question periods exciting an d full of sound. The foregoing clearly supposes that there is p ossible some communication between the critic and th e critics. It requires some amount o f discrimination and a great deal of temperance t o be critical. If the critic selects his form well; if h is own critical faculties are sufficiently devel oped, then his review should enable you to dis cover what the lecture was about and whether or not it was a good o ne. End of t edious statement. The review follows. The statements in parentheses do not belong to Mr. Kieffer explicitly. "And she- Phoebe-conceived- through the love of the god Coeus- and bore Hecate w hom Zeus the son of Kronos honored above all. H e gave her splendid gifts, to have a share of the earth and the unfruitful sea. She received honor also in starry heaven, and is honored exceedingly by the deathless gods. For to this day, whenever anyone of men on earth offers rich sacrifice and prays for favor accordina to custom he caIIs upon Hecate. Great h~nor comes full easily to him whose prayers the god dess receives favorably, and she bestows wealth upon him; for the power is with her. For as many as were born of Earth and Ocean amongst all these she has her due portion. The son of Kronos did her no wrong nor took anything away of all that was her portion among the former Titan gods: but she holds, as the division was at the first from the beginning, privilege both in earth, and in heaven, and in sea. Also, because she is an only child, the goddess receives not less honor. but much more still, for ~eus h onors her. Whom she will she greatly ?ids. and advances: she sits by worshipful kings m Judgment, and in the assembly whom she will is distinguished among the people .. .. And the son of Kronos made her a nurse of the young who after that day saw with their eyes the light of all -seeing Dawn. So from the beginnina Trivium is a nurse of the young, and these ,ar~ her honors." Her name was born of the three crossroads where she was worshipped. Later she was associated with black magic (and it is here that Mr. Kieffer confessed that he could remember but the three parts of Trivium : Grammar, Rhetoric and Dialectic) . In the beginning what tradition separated the trivium from the quadrivium? Was it, is COLLEGIAN it the nature of the symbols? But symbol s ; determined by their objects. If this is so, then suppose the quadrivium to be concerned with quantity and the trivium with anything in the world. For in its most common guise language - whether it be the shorthand of mathematics or the longhand of poetry- seems to range from one end of the world to the other. Since, how. ever , no word symbolizes one, unique and individual thing, what does it mean to say " any- ' thing in the world?" ("Again some things are one in number, e thers in species, others in genus and other by analogy; in number those whose matter is one; in species, those whose defin ition is one ; in genus. those which belong to the sa me category; and by analogy, those which have the same relation as something else to some third object. In every case the latter types of unity • are implied in the former.") How can we escape from symbols to the things symbolized? Perhaps the answer lies in the symbols themselves. Three Greek words analyze the problem of the trivium: phone, mythos and logos, respectively "speech" or "sou nd ," "tale" or "con1munication," and " rearnned thought. " The Greeks concerned themse:ves with speech. Language was interesting only insofar as it was in use. The t riviu m is in some way the use of language. Like Hecate, phone, mythos and logos appear everywhere and help in everything. Conversation and literature, whether it be history, oratory or poetry, is full of trivia. She embraces the social, the individual, etc. Thus it should be possible to arrange such terms in an order: Social : individual: :communication: learning:: diaktic : rhetoric :: knowledge: action . The problem of symbolization becomes th(? question: What are the objects of knowledge ? If they are idea, when is a symbol illuminated by an idea and when is it not ? A symbol is naturally us ful b caus2 it r fer s to something beyond itself. When it is being used as a sign or trace of something else, it is being used in the first imposition. Used in the second impositional sense it becomes a noun, a pronoun, an adjective. Imposed in this manner it refers to itself. The intentions of a symbol or signature are concerned with the one and the many. The first intention of a symbol is a particular thing or thought; the second intention is a universal thing or idea. ("Now I myself, Phaedrus, am a lover of these processes of division and bringing together, as aids to speech ST . JOHN ~ S and thought ; and if I think any other man is able to see things that can naturally be collected into one and divided into -many, h im I follow after and 'walk in his footsteps as if he were a god '." ) If the trivium is the three-headed genius of language, then,' from what has been said , it should be possible to discover the truth or falsity of such a postulate by a kind of self-examination . There is the story of Virgil. (It should not be confused with another story of Virgil. The one about the magician Virgil who had himself cut into pieces and put into a kettle to be boiled for a certain amount of time in order to renew his youth. He hired a man to stand guard so that no one would peep into the pot. The temptation was too great . The watchman peeped and Virgil vanished with a cry like a little child.' Virgil's other story) the Aeneid imitates the Iliad and Odyssey . They are its grammar as it in turn becomes the grammar and the rhetoric of The Divine Comedy. The A en eid comes at a turning point in history. The sixth book is especially appropriate because it is in it that Hecate is most explicitly present. " Aeneas repaired to the heights, whereover Apollo holds ward aloft, and to the cavern, vast and remote, that guards the secrecy of the dreaded Sibyl, on whom the seer of Delos breathes his great mind and soul. and unfolds the days to be. And now they drew to the groves of Trivia and the golden fane . " Where Daedalus " consecrated , Phoebus to thee the oarage of his wings , and reared a mighty temple . . Twice be assayed to depict thy fat e (Icarus' ) in gold: twice the father 's hand sank impotent . . The threshold was barely gained, when the maiden (Sibyl) cried : ' It is the hour to inquire your fates ! The god , behold the god ! . . Art thou slothful. ' she cried , 'in vow and prayer? Slothful, Aeneas of Troy ? For only so shall be unsealed th e migh ty portals of this awe-stricken fane .' . .. 'And thou , prophetess most holy, who foreknowest the days to come, vouchsafe-for I ask but the kingdom due to my destiny-a home for the Teurrians in Latium,- a home for their wayworn gods and the storm-tost deities of Troy ! Then will I raise to Phoebus and Trivia a fane of solid marble , and in Phoebus' name ordain days of festival. T hee also a solemn shrine awaits in our realm: for there I will set thine oracles and the mysteries of fate that thou shalt reveal to my people ; and I will consecrate chosen men to thy COLLEGIAN Page 3 service , gracious maid! Only commit not thy songs to the leaves, lest disordered, they flit abroad , the sport of boisterous winds. Let thine own lips prophesy , I entreat thee' ." At ' last , the spirit of the god Apollo exorcized from her soul. she prophesies war . Aeneas replies: " Maiden , affliction can display no lineament that is new or strange to these eyes . All this I have foreknown and debated erewhile in my spirit . One boon I entreat! Since here, men say, is the portal of the infernal king and the sunless pool of Acheron, be it granted me to pass to the sight and presence of my dear sire ! Teach me the way , and unlock the hallowed gates ! ... . Seed of lineage celestial, Troy-born son of Anchises , light is the descent to Avernus ! Night and day the portals of gloomy Dis stand wide : but to recall thy step and issue to the upper air-there is the toil and there the task; Few only have the powersons of the gods, whom gracious Jove hath loved , or the flame of virtue exalted to the stars. " The key is to be found , " In a shady tree ." In it, " a bough lies hidden, golden of leaf and pliant stem. and dedicated to Juno below . . . . To none is it given to enter the viewless places of the earth , ere he have plucked from the tree its golden-tressed fruit . . When the :first is rent away a second, golden no less, succeeds, and the bough blossoms with ore as precious . Therefore let th ine eye be piercing in the quest, and thine hand pluck it when duly found. For if thou are called of Fate, lightly and freely it will obev : else, the strong shall avail thee not to subdu~ it , nor the tempered steel to sunder it." But before he can go in search of the golden bough he is warned to return to his ships and bury a friend , newly dead. One who challenged Heaven to dispute the palm ; plunged amid rocks by jealous Triton. He buries Misenus and then, under the guidance of two w h ite doves sent by h is mother, discovers the golden bough and, guided by the priestess , descends to the land of the dead where he meets ( 1) Grief, Care. Disease , etc. , at the portals of Hell. And full in the doorway doomfraua ht War and the iron chambers of the Furi~s . and raving Discord. Amongst them (2) an opaque tree " and in it, men say, dwell vain dreams adherent to every leaf. " At the banks of the Styx he observes ( 3) the unburied dead and across it he finds ( 4) Dido of whom he asks forgiveness . He could not have done otherwise. Dido, mute, stands motionless for a �Page 4 ST. JOHN'S time and then she seeks the arms of her former husband. Passing on he sees ( 5) suicides and terrible murderers. "Theseus, unblest, sits where he shall sit forever , and Phlegyas in agony cries warning to all, and, loud-voiced proclaims through the gloom: Behold, and learn to do justice and contemn not the gods!" At last he finds Anchises, ''deep in a green valley . .. lost in thought, surveying the prisoned spirits, destined hereafter to the sunlight, and reviewing, as it fell, the full tale of his people-his loved posterity, and their fates and fortunes, their manners and deeds.'' He unfolds to Aeneas the secrets of the world of becoming, speaking also ( 9) of the purification of the immortal spirit and (I 0) the re-incarnation of Rome in reverse, passing in review its unborn greats. He points out Marcellus, son of Augustus, likely had he been put on to have proved most royally. (The fairy tale become complete with the harvest. Phone is there and the symbols to be arranged: Daedalus, creator of an imperium, artificer of the little men of the Meno , a father ; Augustus, also creator of an imperium, artificer of little men, a father: Aeneas and Anchises; the Sibyl, Apollo and Trivia ; the shades and the Furies; mourning and talk of funerals at the beginning and the end; the easy entry and the difficult departure and the Golden Bough. Thus it ends: "There are two gates of Sleep: -of horn, fame tells, the one, through which the spirits of truth find an easy passage ; the ?ther" wrought smooth-gleaming with sheen of ivory, but false the visions that the nether powers speed therefrom to the heaven above. There , with these words on his lips, Anchises parted ~rom son ~~d Sibyl , and dismissed them by the ivory gate. -ANDREW WITWER. - -- :0:--- THE FIN E ARTS Prospectus For Music Singing, which for the past few terms has been confined largely to showers and the base~e~t~ of Chase and Paca on Saturday nights, is, it is hopefully announced , to be coaxed from anarchic spontaneity and formalized into a chorus-in fact, into two . One will serve as ~h e nuc~e s of an after-supper com munity singmg project, the other will devote itself to learning more serious music. Singers who are apt to flat, due to embarrassment because they aren 't COLLEGIAN sure how they' re practising the liberal arts, or who show timid tendencies to miss entrances on account of this may-be-some-form-of-satanism will , we trust, be encouraged to drop such dialectically defensive attitudes and leave the morals, metaphysics, and mathematics of music to whatever their appropriate place may be (but we'll let you have three guesses what we'd like to see done with them ). We have a new music director now, Mr. Fraker, who comes to us by way of Yale where he studied with Hindemith and Kirkpatrick. He tells us there will be at least one formal concert a term, the first being a return engagement (in late November ) of the harpsichord-violin team of Kirkpatrick and Schneider. Unless there are a lot of people around hiding their piccolos under bushels, there seems to be no possibility of an orchest.ra. Some chamber music combinations may develop. Then there will be something which we certainly don't want to make sound as though it were going to be a seminar, and yet which there's no reason to discountenance with so insipid a name as music appreciation : but rather a sort of general class for anyone interested in knowing something about how to write, read, and listen to , music. We shall now pause briefly to point out a possible use of such a class. Since the music performed at formal concerts is apt to be chosen more for its :fineness of quality than for its popularity, it is conceivable that that portion of the audience which would call the Peer Gynt Suite " classical" might come to a concert of music they had never heard before and with no sort of preparation for listening to it, might hear that once and only that once, might (nay, .would ) find nothing in tutorials or seminars to illuminate it, might become bored , call it esoteric, highbrow, for aesthetes ; and they would, of course, be wrong. Even those who assume the aesthetic pose might profit, it occurs to us, by a little more attention to technical analysis and a little less to the pose. Such a class might provide some concrete basis for intelligent listening to serious music, both for those who insist it isn 't for them, and for those who think it's all wonderful but of course you can' t talk about it. (And if anything at all definite ever comes of this fuss about connecting music up with the liberal arts, our guess is it will come as kind of a by-product of the study of actual music, by persons disciplined, to be sure, in the liberal skills, but with score in hand, phonograph I 3 1 ST. JOHNrs COLLEGIAN Page 5 ~~~~~--------------------------------~-~~ t ear, and riot with the constantly mentioned. nd conscious· intention of find such a relation.) Anyway , if something isn' t attempted in this direction, formal concerts would seem to be complete! y without context, and in the end would amount only t'o a form of snobbery. The College does possess a record collection and player, which is being housed in the Tower of MacDowell. Sometime before those who are currently reading Homer find themselves reading Hegel, or possibly even before this Collegian goes to press, it will be ready for use by the student body. And that, for the time being, is all we have to say about music. C. BUCHANAN. Except that it is ready now.-Ed. - WILLIAM ---:0:--- The Age of Cold Ours is a day of the shadow play With a small weak light hung at wrong height ; And wave on wave, as in Plato 's cave , Dark worlds swing by; yet though we try With might to know, we cannot show The reason why all shapes that fly In such profusion and great confusion Across the screen are not illusion. Deeper, deeper , deeper grows the canker of our doubt , And round the bedsides of the sore afflicted Gather friends and family worrying on death. But the never-lost Adonis dies and is born again, • While the tree-gods frolic still Nourished never by a prayer. A shepherd and a king 's son , A soft, white boy, more girl than man, Was asked once , long ago, to choose The perfectest of three perfections, ('Tis fate's cu rious w ay to make judges of boys). He chose that beauty which bribed him best, Died from the bribe and wasted his nation, A remnant of which destroyed the world. But in loving memory of the pretty boy A house now stands and bears his name, I Within whose ornate doors, naked , soft and white, Wander the shepherd 's votaries Searching for judgments to make and bribes. And while they search they pass the time Writing bodeful fables exactly like this. Shall they soon die who seek a bribe? Shall we soon die though oft we try To separate us from the weight Of being kin to the shepherd's sin? Shall a crawling band from that ghostly land Destroy this race now grown so base? Shall the cycle pain all over again? If it shall, 0 God , send thy mighty rain! -EUGENE V. THAU. - - - :o :---- Quadrivium? The second part of the liberal arts, the quadrivium, was explored by Mr. Klein. The earliest mention of the quadrivium we have is in a fragment of a treatise on harmonics by Archytas, a Pythagorean and friend of Plato. We find Plato concerned with it in the seventh book of the Republic where he lays out the education of the guardians. With the advent of the Neo-Pythagoreans and the NeoPlatonists, the quadrivium undergoes abuse and the only man who seems to have transmitted it correctly to the Christian monasteries is Boethius. The sixteenth and seventeenth centuries find it in full bloom, it disappears in the eighteenth and nineteenth centuries and the last vestige of it in the twentieth is its use in such terms as Liberal Arts College. " Why should we revive what seems to have died a natural death?" Mr. Klein asked. But the question arises whether its death was due to · some insufficiency of the idea or our lack of understanding of it. Archytas was concerned with the nature of the cosmos and by cosmos he meant not all things or things themselves but the orderly arrangement of them. He found two things: ( 1) a general continuity of all parts, (2) distinguishability, i. e., counting, the grasping of a many as that many; of a one among other ones. The first two forms of being then were bounded extension (figure) and number. By the consideration of what figure and number mean in themselves, we have the key to the world. Here we learn , understand and know. It is the Greek, ta mathemata , mathematics, the unchangeable ' results of certain operations with :figure and number. The operations present a real problem, for in understanding the figures, we must operate with such auxiliary lines as diagonals and di- �Page 6 ST. JOHN ' S ameters. It should be possible to understand the figures without them since the figures are images of things unchanging in themselves, i. e., something grasped by the intellect. But we draw lines inside the boundary. What then are these lines the image of? The problem seems not to have been solved in Plato's school, and later schools made it a new problem by stating that these lines are a peculiar sort of intelligible matter. The realm of number also presents a problem, namely, the kind of existence number has, and this is a source of great conflict between Plato and Aristotle. The Pythagoreans attempted the reduction of all figures to n u mbers but this became imp ossible with · their great discovery of the incommensurable. Continuous expansion could not be expressed by means of signs which are in turn numbers . This placed certain restrict.ions on bounded and extended figures , made possible the science of geometry and kept it distinct from arithmetic. Modern mathematicians however were able to identify arithmetic and geometry by operating on signs by means of signs instead of signs which mean number, i. e., by using second intentions as first intentions. This results in the . science called Algebra, which for one century was an eighth liberal art. There is then superimposed on the world a set of signs of signs by which it is understood how the world is arranged . The tendency then is to accept this set of symbols as the true world. The other parts of the quadrivium, astronomy and music, may be considered in terms of Ptolemy and modern physics. In Astronomy, Ptolemy is concerned with the solids of revolution and the understanding . of the whole and their parts. The sphere is chosen for the understanding of change because as much as it rotates, nothing is changed in it . We arrive at a m ea ning of change by eliminatin g it as far as possible. One can operate inside the sphere with plane geometry and arithmetic. Angles , lines and proportions but never motion itself enters our computations. The art of the sphere is indeed ingenious because something in itself, not a mathemata, by a detour becomes one. Modern Physics however puts the ratios of Book five of Euclid in motion and conceives them as moving towards a limit. At th e limit t h ere is no motion and since the limit is understood, motion is therefore grasped and caught. The science of numbers in motion has been COLLEGIAN ST. JOHN'S COLLEGIAN considered by moderns as Music. But this is not correct , it is bodies and strings that are in motion, not numbers . If the speechless world of signs upon signs tries to speak, its mode of speech is music and the question of whether this is a higher or lower form of speech is left to the audience. · In conclusion, Mr. Klein stated that we must be aware of the separation that exists between the visible world , the mathemata (the proper object of each science), and the proper operation one performs on the mathemata. In the modern world, these three things coincide and become identical. A true revival of the qu adriviu m can only come about by being a ware that they are separate and distinct. The question period was concerned with which part of the quadrivium modern mathematics might fall under. There were several alternatives proposed, the leading one being that music was the most suitable. However, some felt that this question properly belonged to the trivium, probably under grammar. This last point · is significant in yiew of the fact that Pythagoras was considered by the mediaevals as the paragon of grammar. It was Pythagoras who attempted the union of arithmetic and geometry and modern mathematicians who accomplished it. Mr. Klein's treatment of music was inadequate , as he admitted himself, and he did not answer the question he began with , about the true reason for the death of the idea of the qua dnvmm. But by clarifying the quadrivium he put before us in a forceful wa y the possibility that our lack of understanding, rather than the insufficiency of the idea , is responsible for its demise , and in this way provoked thought , we hope, which may either revive the quadrivium or lay its ghost for good . -MICHAEL KEANE. - - - :0 : - - - Sports As the football schedule moved past the halfway point, turnouts were still not good , but only two forfeits were registered . An erratic Sophomore team held doggedly to the lead in the championship ra ce, with a record of a win o ver second place Junior 3 , a tie with last place Junior-Senior I A, and two wins by forfeit. In second place was the high -scoring Junior 3 powerhouse, paced by the Gallup-Terry passing com~ination which has clicked for most of its 9 9 porn ts. Still in the running for the title are the fre shmen, who have lost only one competed game, but have also dropped a forfeit to the Sophomores. Bringing up the rear are the two J unior-Senior combines, who have shown occasional streaks of promise but not enough to qualify for the winning column. Standings as of October 26: W. L. T. Pts. Op. Sophomores 3 0 1 24 19 Junior 3 3 1 I 9 9 34 2 2 I 3 2 23 Freshmen Jun ior-Senior 2B 1 3 0 19 45 Junior-Senior. I A 0 3 I 3 0 8 3 Ave. .875 .700 .500 .250 .125 1 A Political Dialogue 1 "If, 0 St. Johnnie, you were offered a philosopher king or the democracy described by Plato, which would you choose?" "Mr. Barr and Mr. Neustadt, please, your honour.'' "Now that we have an audience, give us your reasons. Speak, 0 St. Johnnie!" "There are only two kinds of reasons. One so rt has to do with the thing, in this case the STUDENT POLITY; the other has to do with the subject. It's psychological and concerns only myself." "Begin with the Polity." "The STUDENT POLITY has three functions. One of them, the formulation and the enactment of laws meant to govern the dormitories, was dispensed with by the Assembly before college closed last June. The second, the election of its officers, has in the past been effected by means of the secret ballot. The third function, the granting of charters, requires one or two sessions of the Assembly this year. As things stand the Assembly must meet only twice a year: to nominate candidates for office; to grant charters ;- and, once fot fun. In short, the Assembly has virtually nothing to do. If the Assembly, which consists of the entire student body, has nothing to do, the Steering Committee will obviously have nothing to do. The Court supposedly judges violations of the law With respect to both the dormitories and the chartered organizations. Again supposedly it effects some sort of liaison between the Administration and the STUDENT POLIT Y. But in Page 7 fact, it has met with the Administration because do crimes have been reported and no liaison-but that of inactivity seems possible. It is as frustrated as the Assembly!" "\Vhy have no violations been reported?" "Because it is an American habit to separate law and the individual. Whereas by definition a law is for the good of the individual, most p ersons consider it a mere formal restraint and are ashamed to identify themselves with it. If anyo ne were to come to the court, he would be admitting that he thought that the law might be good for someone.'' "You mean himself?" "No." "This inactivity which you spoke about. Is the Polity naturally inactive?" "If you mean by that, could it do more, the answer is perhaps it could but it undoubtedly won't. The point is that it could be much more than it is but " "Before the 'but,' tell the audience, which is reaching the size of epsilon, what else it could be." "All right, but promise to remind me about the 'but.' It has something to do with the psychological reason I have against the Polity.'' ''Rodger. '' ''To begin with, then, all organizations which require either funds from the college or the use of its facilities and which, moreover, fall outside the formal curriculum are subject to the laws of the STUDENT POLITY. This mode of inclusion obviously permits the Polity to consider the dining hall, the coffee shop, the book store and the heating unit as subject to its laws. If the organization which handles Sunday night meetings is included and if it resurrects the monthly town meetings, the Polity could not only order the extra-curricula r activities o~ the college but it might become the means of mtegra ting the life of the college with the communal life of Annapolis. Unfortunately, the humblest activities require the identification of thought and action. When this identification is not forthcoming in the least responsible activities, it is clear that it is not going to be forthcoming in the others. Therefore, even if I were to argue that the Polity has its roots in the order of Benedictine monasteries or in the Socratic conception of learning, nothing would be answered n:Jr resolved." "And nothing would be explained. What have you in mind when you speak of Benedic- �Page 8 ST. JOHN'S COLLEGIAN tine monasteries and the Socratic conception of learning?" "Do you happen to recall the organization of the monastery?" "The day was divided into three parts. One part was devoted to the manual arts, one to the liberal and one to the theological. The virtues of such an arrangement are not clear." "Perhaps not. Can I answer the second question by saying that action is superior to passion?" "It's Thomistic and therefore unclear." 'Tm thinking of the early dialogues in which questions are asked , answers are given and subsequently refuted. The dialogues seem to end like polities, in frustration. How do you understand this so-called Socratic method?" "Usually as a disguised lecture." "All right. Tell me this. If it weren't a disguised lecture, what would it be stating about the nature of man, which-although not denied -is frequently forgotten or neglected by lecturers?'' "I don't know what you're thinking of. Do you want me to say the Meno?" "Now you're treating me as though I'm a lecturer." "Well, aren't you?" "Possibly. It assumes, does it not, that it is in the nature of man to err?" "That may be so, though I don't see anything so good in that." " Since man is an animal which makes mistakes, he does not learn best by imitation. Though, like a dog, he does learn in this manner. For example, Socrates requires his stooges to both suffer and act as much, if not more, than the discoverer of a new theorem in geometry. He knows or perhaps just believes that learning is bound for unsuccess if the whole man is not involved in the act . Do you remember his definition of a virtuous action? " "Yes, but-before that one over there leaves -tell us what your psychological reservation is." "Simply this. That I am here to do a certain kind of j-ob. I can't do it well if I am also required to be a so-called political animal. After I leave college, these responsibilities can be assumed. The Greeks equated thought and action and every Athenian citizen participated in the polity. The STUDENT POLITY is try- ing to say that St. John's should be an A then Well, in Athens there were slaves to perform t~· duties which the citizens could not perform an~ still remain citizens. Even if thought and actio are identical, and they' re not, this Polity woul~ still ask too much since it demands not only that I be a citizen, but that I be a slave as well!" St. John's Collegian Vol. LX - No. 3 ANNAPOLIS. WEDNESDAY, NOVEMBER 20, 1946 Price: 10¢ of history. It must be remembered of course that these distinctions are only analytical; there We shall try to interpret the lecture more or can be no narrative historian who does not se-ANDREW WITWER. Jess strictly as we thought the lecturer intended lect his material on some causal basis, or no it, without attempting to make this review a critical historian who does not use narrative - - -: 0 : - - medium for the expression of our personal material to derive his causes from. But in genidiosyncrasies or metaphysical views of the uni- eral definite intentions are carried out in one diMore Spengler verse at large. rection or the other. The Scienzia Nuova belongs to a whole A rapid reading of Mr. Thornton's cheerVico clearly belongs to the latter kind. Havfamily of books which say in brief, that human ful essay on the relation of Spengler to the St. ing received his education in the classics, and actions, institutions, and government move in John's program indicates that perhaps he has later in law, Vico writes on jurisprudence, incycles, which like Grecian tragedies present to not given quite the whole of that relation. cluding the so-called social sciences. The laws the spectator a unity consisting of definite archai, First, Mr. Thornton says that according to which he finds operating in human society are rneloi, and teloi. What laws, they ask, govern Spengler, St. John's has no hope of producing three in number, as follows: the rises and falls of history? One cannot avoid a "Great Book." This is an equivocation on ( 1) The perpetual recurrence of religion, historicizing; man by nature desires to know the " Great. " St. John' s considers the "Aeneid" a causes of all the natural phenomena which he which consists of man's relations with God. " Great Book. " Spengler does not deny its (2) The same of matrimony, which seeks observes, even those which he himself produces, greatness , only its originality. It is a copy of a to give divine sanction to the procreative act. i. e. history. number of earlier works, notably Homer, but it At this point, even sooner than to the other ( 3) The same of burial, with its omniis a 'Great" copy (in the St. John's sense of sciences, the question is put, is it not blasphem- present antithetical themes of death and im" Great") . ous so to justify the ways of God before men? mortality. More important to the College, which has Suppose it is, one can answer, yet who can avoid These laws do indeed seem to stand as alaways been less hopeful than trustful about hearing stories about what happens? Is it apodictically given. The fact that they can be its producing a " Great Book, " there is another blasphemy to tell jokes on the Truman admin- stated in other than propositional· form helps to function which figures in the End of the Col- , istration or to record a conversation that the classify them as facts rather than, or perhaps as lege which is not only permitted by, but necesMelians once had with the Athenians? Surely well as, laws. If they are laws, they are of the sary to Spengler. This is the unification of the not. And if not, why can't it be asked whether descriptive kind that physicists are so fond of. modern science with the Art, Philosophy, etc., the stories are really true, or whether they are It is not clear to us (the reviewers) whether they already produced during the rise of The "Faus- 1 just stories? If this distinction can be made at are of a purely metaphysical and non-temporal tian " Civilization (ours). These, and esall, other questions inevitably follow. Such as: order, or whether they also, or exclusively, ocpecially the Philosophy are the necessary bases, What kind of truth is it that can turn a story cur in evolutionary sequence. not only of modern science, but of all Science, into a history? Is there but one such truth, or The three stages of Vico clearly do follow Engineering, History, Jurisprudence , etc., to .. 4 MAL. one another temporally. They are as follows: come during our period of decline. are there many? What pre-ordained pattern lies ( 1) The barbaric age of divinity. The behind and guides the otherwise confusing mass This Unity must come through the men of human data? Not many more middle gods walk among and teach men directly w h o at this t ime compose the organism called (Jehovah, Prometheus) . propositions have to be filled in before we have " Faustian Civilization, " and who must be men (2) The heroic age of irritable men, of to return to this fundamental question. (Mere that have absorbed the tradition and operate in factual meticulousness or "prolificacy" seem to timocracy (Achilles, David (?) ) . or with modern science. St. John's could be a (3) The human age of rights and duties, have nothing to do with the truth of history or tool to this end, and , as it could never be more law and order (Solon, Pericles, Solomon (?) ) . with the greatness of history writing, as evithan a tool at any time, it is better to be a tool We shall here beg our own question and denced by the comparison of piddling 2 x 4 toward an end which is attainable than one writers with giants like Gibbon or Thucydides). try to make appropriate connections between which it not. In this respect, St. John 's and History-writing will therefore fall into two the laws and the stages, so called. The first pair M.I.T. would seem about the only candidates. distinct categories, first of those who record need no comment. For the second pair, MatriSpengler would say that the necessary men events in a narrative manner, and secondly of mony was certainly the early prerogative of the would appear, but as there must be some tool, those who assign causes to such events, and in timocrat or patnc1an. Formal marriage was why not us? general attempt what Mr. Barr called a poetics one of the distinctions that set him apart from -Jot-IN NORGAN. Scienzia N uova � 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVX No. 2 Title A name given to the resource St. John's Collegian, November 06, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-11-06 Description An account of the resource Vol. LX, No. 2 of the St. John's Collegian. Published on November 6, 1946. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ee574fff4f7ae6348bda73c2157e6c81.pdf 82be4d65a7a2b2e9aab93b9166936080 PDF Text Text Page 8 ST. JOHN'S COLLEGIAN tine monasteries and the Socratic conception of learning?" "Do you happen to recall the organization of the monastery?" "The day was divided into three parts. One part was devoted to the manual arts, one to the liberal and one to the theological. The virtues of such an arrangement are not clear." "Perhaps not. Can I answer the second question by saying that action is superior to passion?" "It's Thomistic and therefore unclear." ''I'm thinking of the early dialogues in which questions are asked, answers are given and subsequently refuted. The dialogues seem to end like polities, in frustration. How do you understand this so-called Socratic method?" " Usually as a disguised lecture." "All right. Tell me this. If it weren't a disguised lecture, what would it be stating about the nature of man, which-although not denied -is frequently forgotten or neglected by I ecturers?" "I don't know what you're thinking of. Do you want me to say the Meno?" "Now you're treating me as though I'm a lecturer.'' "Well, aren't you? " " Possibly. It assumes, does it not, that it is in the nature of man to err? " "That may be so, though I don't see anything so good in that." " Since man is an animal which makes mist akes , he does not learn best by imitation. Though, like a dog, he does learn in this manner. For example, Socrates requires his stooges to both suffer and act as much, if not more, than the discoverer · of a new theorem in geometry. He knows or perhaps just believes that learning is bound for unsuccess if the whole man is not involved in the act . Do you remember his definition of a virtuous action? " ''Y es, but-before that one over there leaves -tell us what your psychological reservation is. " "Simply this. That I am here to do a certain kind of job. I can't do it well if I am also required to be a so-called political animal. After I leave college, these responsibilities can be assumed . The Greeks equated thought and action and every Athenian citizen participated in the polity. The STUDENT POLITY is try- ing to say that St. John's should be an Athens Well, in Athens there were slaves to perform th· duties which the citizens could not perform an~ still remain citizens. Even if thought and action are identical , and they 're not, this Polity would still ask too much since it demands not only that I be a citizen, but that I be a slave as well l" St. John's Collegian Vol. LX - No. 3 ANNAPOLIS, WEDNESDAY, NOVEMBER 20, 1946 Scienzia N uova We shall try to interpret the lecture more or less strictly as we thought the lecturer intended it, without attempting to make this review a - - - : 0 :- - medium for the expression of our personal idiosyncrasies or metaphysical views of the uni~ore Spengler verse at large. The Scienzia Nuova belongs to a whole A rapid reading of Mr. Thornton's cheerfamily of books which say in brief, that human ful essay on the relation of Spengler to the St. actions, institutions, and government move in John's program indicates that perhaps he has cycles, which like Grecian tragedies present to not given quite the whole of that relation. the spectator a unity consisting of definite archai, 1 First, Mr. Thornton says that according to meloi, and teloi. What laws, they ask, govern Spengler, St. John 's has no hope of producing the rises and falls of history? One cannot avoid a "Great Book. " This is an equivocation on historicizing ; man by nature desires to know the " Great." St. John 's considers the "Aeneid" a causes of all the natural phenomena which he " Great Book. " Spengler does not deny its observes, even those which he himself produces, greatness, only its originality. It is a copy of a i. e. history. number of earlier works , notably Homer, but it At this point, even sooner than to the other is a 'Great" copy (in the St. John's sense of sciences , the question is put, is it not blasphem" Great" ) . ous so to justify the ways of God before men? More important to the College, which has Suppose it is, one can answer, yet who can avoid alaways been less hopeful than trustful about hearing stories about what happens? Is it its producing a " Great Book," there is another blasphemy to tell jokes on the Truman adminfunction which :figures in the End of the Colistration or to record a conversation that the lege which is not only permitted by, but necesMelians once had with the Athenians? Surely sary to Spengler. This is the unification of the not. And if not, why can't it be asked whether modern science with the Art , Philosophy, etc., the stories are really true , or whether they are already produced during the rise of The "Fa us- . just stories? If this distinction can be made at tia n" Civilization (ours ) . These. and esall, other questions inevitably follow . Such as : pecially the Philosophy are the necessary bases, What kind of truth is it that can turn a story not only of modern science, but of all Science, into a history? Is there but one such truth, or Engineering, History, Jurisprudence, etc., to . 4 .. MAL. come during our period of decline. are there many? What pre-ordained pattern lies behind and guides the otherwise confusing mass This Unity must come through the men of human data? Not many more middle who at this time compose the organism called propositions have to be filled in before we have "Faustian Civilization, " and who must be men to return to this fundamental question. (Mere that have absorbed the tradition and operate in factual meticulousness or "prolificacy" seem to or with modern science. St. John 's could be a have nothing to do with the truth of history or tool to this end, and , as it could never be more With the greatness of history writing, as evithan a tool at any time , it is better to be a tool denced by the comparison of piddling 2 x 4 toward an end which is attainable than one Writers with giants like Gibbon or Thucydides). which it not. In this respect, St. John's and History-writing will therefore fall into two M.I. T. would seem about the only candidates. distinct categories, first of those who record Spengler would say that the necessary rnen events in a narrative manner , and secondly of w ould appear, but as there must be some tool. those who assign causes to such events , and in why not us? general attempt what Mr. Barr called a poetics -JOHN NORGAN. -ANDREW WITWER. Price: 10¢ of history. It must be remembered of course that these distinctions are only analytical; there can be no narrative historian who does not select his material on some causal basis, or no critical historian who does not use narrative material to derive his causes from. But in general definite intentions are carried out in one direction or the other. Vico clearly belongs to the latter kind. Having received his education in the classics, and later in law, Vico writes on jurisprudence, including the so-called social sciences. The laws which he finds operating in human society are three in number, as follows: ( 1) The perpetual recurrence of religion , which consists of man's relations with God. (2) The same of matrimony, which seeks to give divine sanction to the procreative act. (3) The same of burial, with its omnipresent antithetical themes of death and immortality. These laws do indeed seem to stand as apodictically given. The fact that they can be stated in other than propositional· form helps to classify them as facts rather than, or perhaps as well as, laws. If they are laws, they are of the descriptive kind that physicists are so fond of. It is not clear to us (the reviewers) whether they are of a purely metaphysical and non-temporal order, or whether they also , or exclusively, occur in evolutionary sequence. The three stages of Vico clearly do follow one another temporally. They are as follows: ( 1) The barbaric age of divinity. The gods walk among and teach men directly (Jehovah, Prometheus) . ( 2) The heroic age of irritable men, of timocracy (Achilles, David ( ?) ) . ( 3) The human age of rights and duties, law and order (Solon, Pericles, Solomon (?) ) . We shall here beg our own question and try to make appropriate connections between the laws and the stages, so called. The first pair need no comment. For the second pair, Matrimony was certainly the early prerogative of the timocrat or patnoan. Formal marriage was one of the distinctions that set him aoart from �Page 2 ST. JOHN'S COLLEGIAN ST . JOHN'S the plebeian, and gave him priority on the privileges and benefits of the state. The "sacraments of nature" business carried on by the plebeian was a sure excuse for ostracizing him from decent society. Here we are on safe ground, as this was unmistakably a point raised by the lecturer. The correspondence between burial, and humanism is not quite as clear, but a case could perhaps be made for the mellowing influence caused by the loss of friends or family, and the reflection caused by remorse or regret. The death of Njal might be a case in point. Whether this is what Vico or the lecturer meant is not clear from our ever inadequate notes. example, and heraldry in general would typify For Gordon McNamee its surviving vestiges. Formality again, and Romance is that beauty might have lain legalistic ritual constitute the jurisprudence of down foreign roads we did ·not follow. the second age, as exemplified in the relations Romance is the future of the slain. which the Homeric heroes have to each other in This acre actual combat or in the assembly, in chivalric duels and to us is beauty lying fallow, trials by combat, and in the "lawsuits" of full of weeds, tangledly factual, Burnt Njal. In the third age, language becomes awaiting labour seed and rain vulgar and articulate. Science, logic, and morals to ripen her by ritual. arise and overwhelm irritability and other noble ' Romance is that speed might gain inclinations to capriciousness. Questions are what earth would seasonably mellow. raised about natural equity, and laws are adRomance is the hunger, not the grain. justed to justice as far as human nature will -TED TOWNSEND. permit. Neither is it clear whether these stages are invariably successive. Christ and His teaching, for example, surely belong to the first and third ages at once. Also from what has been said so far, albeit inadequately, it does look as though the three laws transcend and are present in each of the three stages. Religion is present in every age, and a little thinking will convince us that not much of a state is possible without the dual rites of marriage and burial. (Observe the curious opposition between these two) . The reviewers apologize to their readers at this point, and humbly acknowledge that they would have helped to enliven the question period considerably had they known that such formidable questions were going to raise themselves at a later date. The Fine Arts Are these stages more or less mutually exclusive? and where and what is God's plan or " The Fine Arts contain the most imposing providence? are our own unanswered questions. , set of disciplines that have established themWhat should we do when these stages have ru n selves and survived in the modern world by their gamut? seems to be Vim's question as w ell claiming independence from the liberal arts. '' as ours. He has no definite answer for this, exSo reads the official statement of the St. John's cept to say that when vice and decadence have so Program. far eclipsed the last age, nothing worthwhile reMr. Thornton, in his article " Mona Lisa's mains. The divine age, with its simple and Smile," has used this statement as a starting austere, albeit barbaric virtue will and must repoint to bring forth the argument that this uniturn and reorder the chaos of soul and polity. fying job does not seem to have been done . This is the case at the end of the Roman imMany reasons were given for such a state of afperium, where barbarism descends out of one fairs. This article is merely an attempt to add quarter, and religion envelops from another. another reason. I shall use the trivium as a For one decree of Providence is that those who common denominator b etween the Fine Arts and are best fitted to rule will always do so, just as , the Liberal Arts. in Darwin only the fittest survive. If we are In the Liberal Arts, as I believe it has been unable to govern ourselves, we must submit very strongly pointed out , the first step of the either to Augustus or at length to some invader trivium is the logic. This is the idea in very or other. But the moral question remains. abstract · and unrealized terms. Then comes the How shall we decide for ourselves who in our grammar , the tools to use in the expressing of age is best fitted to rule? If we do not make this idea. The third is the rhetoric. This the right decision, we or our choice will come would seem to be the ability to choose the corout second best. Shall we wait until the tyrant rect grammar and then to express or use that heel is on our necks before we act, or shall we grammar well. trample down the germinating seeds of a renaIn the Fine Arts these same three terms can scent p~ace with our ill considered haste? be used with about the same meaning. The Neither, we hope, but the risk of running this change comes in th eir relationship. First there dilemma haunts every thinking man who lives is logic. The abstract idea is very definitely in the twilight of a humanistic age. Truman connected with the Liberal Arts . The gramadministration and Student Polity, please take mar is again the tools or the language which the note. artist is using . The rhetoric however means only the ability to get the idea across using the grammar well. It does not mean the selection Our readers we advise to read Vico. We of the proper grammar. This then does away promise to do the same as soon as the UniWith any bridging of the logic with the gramversity of California Press unleashes a translamar. One can not connect two things that are tion. essentially one. For the logic and the grammar in the fine arts must be one. J. G. ~ I. V. M. A. To write his book (on law, remember) Vico takes philosophy for his form and philology for his matter, according to the lecturer. There is room for further speculation about this, too. At any rate, the three ages have definite philological and legal aspects. The language of the barabric age is poetical, heavily symbolic, even hieroglyphic. Little of it or of the literature written in it is likely to have survived. We guess that this would include the Theogony or the Pentateuch from both of which we learn that God or gods are the source of law, either directly, or by divination, oracle, and prophecy. This.is not by any means to be taken for the mythical Golden Age, with which Vico seems to have some quarrel, i.e .. as to its existence. The second or heroic age has much of the linguistic qualities of the first, and mostly consists of formal and stylized poetry, e.g., the epic poem. Some of the pictorial or graphic element of the previous state will have been lost or dropped, but Achilles' shield , for COLLEGIAN Page 3 A painter in conceiving a work of art sees his idea in the grammar. That is necessary. Thus when he conveives his idea, it is as a visual image, containing all the necessary techniques that fall in the major category of painting. Spacial relationships, line, form, color are all members of this single grammar. If he does not see the painting in such a unity, the idea is out of its realm and would probably be more successful in another medium- the medium in which it w as conceived. If a composer thought in terms other than the final movement of sound, then he would have a piece of music that is actually a translation of an idea into another medium. Each of the Fine Arts must be .thought of in the terms of the· grammar to be used in the final work. If it is not thought out in these terms, the work will be less successful. This does not mean that on this quality alone the worth of a work of art can be decided. Rather it is a very important part that will , with other parts, decide the worth of the whole. As is surely evident from the preceding brief and rather disjointed analysis this is not a complete survey of all the aspects of the problem. It w as not meant to be. Rather it was intended to give a reason, other than that which Socrates uses, as an answer to the problem of why the fine artist cannot explain his work successfully . Socrates says that "there is hardly a person present who would not have talked better about their poetry than they (the poets) do themselves. " The reason Plato gives for such a sitution is that "not by wisdom do the poets write poetry but by a sort of genius and inspiration. They are like diviners and soothsayers w ho also say m any fine th ings, but do not understand the meaning of them. " It seems most logical that the poet cannot talk of his poetry , or for that matter , the composer of his music, or the painter of his paintings . First it is inconsistent if they can explain their art in another medium successfully. It is also unnecessary . Everything that the artist had to say he has said in the grammar of that idea with the best rhetoric he w as able to use. Since all this has been done in that grammar, it should be understood in that grammar . This is a problem for the layman, however . The work has been stated by the artist completely in its own terms ; and since the layman can never truly enter the artist's mind to follow that ap,proach, he must base everything on the completed work of art . As he approaches them �Page 4 ST. JOHN'S · he finds there are certain truths that hose work which seem to stand as peaks of their art have in common. These theories can then be <ised to a certain extent in judging other works. But such rules come after the works themselves. The composer does not think in terms of ratios and proportions as he works, nor the artist in terms of theorems. These are the products of the works themselves. It has been said that any great work of art can. break any rule that came before if it does so successfully-thereupon making a new set of rules. The pattern seems to be: the Fine Artist does things, arranges them, and then reasons about them; the liberal artist reasons, arranges, then does. COLLEGIAN The Liar The Cretan, Epimenides, said, "All Cretans are liars." But Epimenides is a Cretan, therefore he is a liar, and consequently his assertion is false. Therefore .Cretans are not liars- thus Epimenides did not lie but spoke truly. ThereforeIt was the investigation of this paradox of the Liar and its simplified and condensed form -if I say that I am lying, do I lie or speak the truth-with which Mr. Koyre was concerned in his lecture. His conclusions were highly interesting since he attempted to show that the first form of the paradox, the Epimenides form, is a self-contradictory judgment and not a para-JOSEPH ABLOW. dox or antinomy while the second form is no - - - 0 1- -judgment at all but meaningless. Thus the A Note On Teyte Epimenides form of the paradox is equivalent to Some twenty people who otherwise would saying "I am dead" or "I am silent," while the have been in lecture a few Fridays ago, got away second attempts to make a judgment about itfrom "what we are doing here" and were in self and is hence meaningless. It is the considBaltimore instead, listening to Maggie Teyte. eration of the second type which presents the Since this number is only slightly lower than greatest difficulty since, according to Mr. Koyre, the attendance at College Meeting, and only there are some judgments which can be applied slightly higher than that of the usual Polity to themselves. However, this reviewer is unmeeting, it would seem to merit some comment clear as to what these judgments are and must from this column. therefore pass over this problem and content We shall begin in a rather schoolmasterish himself with examining Mr. Koyre's study of way by recalling what an Englishman once told the two forms of the paradox of the Liar given us about the diff eren.ce between England and above. America. In England, he said, if you told In the first form we must assume that the somebody you were going to a concert, they judgment made is logical and not moral. Thus would ask you what you were going to hear, the meaning of the statement "All Cretans are and in America, who. The moral would have liars" must be "All Cretans lie always," i.e., all something to do with our hope that such artists judgments or assertions made by Cretans are are admired for the~r artistry and are not a vogue false. This judgment made by anyone but a engendered by enthusiastic but literal readings Cretan is not paradoxical; but when made by a of the New Yorker and Time. - Cretan, it seems to be paradoxical. But let us If that was sticking out neck out any (and examine it carefully in a syllogistic manner. If you may wonder how come "we" have only all Cretans lie always and Epimenides is a one neck), we hastily draw it back in, adjust Cretan, then Epimenides lies always. But if our spectacles, and note that the voice is in a Epimenides lies always and Epimenides makes remarkable state of preservation, showing some the assertion, "All Cretans lie always," then the sign of strain only occassionally in the upper assertion-is false. But that the assertion, " All register. Aristotle may well have said some- Cretans lie always," is false is equivalent to the where that only a fool would deny the evidence assertion, "Not all Cretans lie always," i.e., not of his senses, and we shall trust ours and refuse all statements that Cretans make are necessarily to believe that she is fast approaching seventy. false. This implies only that some Cretans Probably her voice never was of the lush sort. speak the truth, not that all Cretans speak the It is rather dry, like dry sherry. Her phrasing truth. Hence we cannot conclude that Epiand diction are subtle and impeccable, and were menides has spoken the truth but that since Epienhanced by a free use of dramatic gesture. Her menides has made a false assertion he is undoubtrepertoire is refreshingly unhackneyed. edly a liar. Therefore the entire proposition, ST. JOHN'S "Epimenides, the Cretan, says, 'All Cretans are liars', " is necessarily false. It is false because it contains incompatible members, sub-assertions which cannot be true together and at the same time. In considering the statement, "I am lying," the paradox only arises when the judgment is made of itself. But it is self-evident that a judgment· cannot be made of itself because of ' this impossibility: to say "I am lying" as though I were making a judgment is meaningless since the judgment in this case is its own subject. Mr. Koyre' s claim is that all the so-called ' logico-mathematical paradoxes break down when subjected to the type of study indicated above. His annoyance with Bertrand Russell • and others who have attempted to identify logic and mathematics stems from the fact that in symbolic form the true meaning of propositions is easily overlooked. Hence paradoxes are declared to be true paradoxes which in truth are either meaningless or simply false when investigated without translation into symbols and provided that the meaning of terms and phrases is not allowed to vary during the course of the argument. 1 ---o~-­ The Great Void The essentials of A VC's program are simnapolis Chapter of the American Veterans Committee is a part of that organization's nation-wide campaign to enroll a million members. In this article I shall examine the potential significance of such a form of organization (I shall call it a "popular political pressure group") to the political problem as a whole, and then examine AV Cs particular potentialities. The . essentials of AVS's program are simple. It furnishes forums for the expression and formula tion of honest, unselfish and, if possible, expert thought on the problems, chiefly political, of the community. It builds up political pressure (through expansion and the achievement of respectability) which it uses to see that its political aims are accomplished. For example, it makes it clear that a Congressman's support of its national program will pay off in the votes of A VC members and their friends. The best guarantee that this program is a community program is found in AVC's motto, "Citizens First, Veterans Second"-a simple Way of stating its conviction that community COLLEGIAN Page 5 prosperity and well-being is a condition of veterans' prosperity and well-being. The sense of the motto is evident when one realizes that :fifteen years hence (save the atom bomb) the head of every third family will be a veteran. It seems to me that the real significance of this or another people's political pressure group lies in the possibility that it may fill the awful space between the ballot box and the Congress-a democratic problem that becomes more acute as governments the world over find that they have become positive rather than balancing forces in society. This problem is a compound of the fact that most citizens know almost nothing of what goes on in their various governments, and the fact that those who do, for any other than professional reasons, are without an effective means for expressing themselves as citizens, rather than as veterans, wheat farmers, investment bankers, etc. In sum, each of the latter groups has its pressure group and modern democratic government is positive only in response to the sum of these pressures, balancing them against each other, but especially against, and at the expense of, the citizen as citizen. Democracy's need for popular pressure groups has been evidence for some tirpe. The efforts of Good Government Leagues and reform movements have failed because they were interested only in honest government-which meant cheap, non-interfering government. There are the endowed community councils, promising in conception but fruitless in fact, because they dared not touch the real problems of the community (e.g. they would not actively support a just strike). Much more vital are the political arms of the labor unions. Though effective and popular in the (important) numerical sense, these pressure groups are still limited by the fact that their interest is primarily a selfish one. The cooperatives have yet to come into their own in America and they have not yet entered the political arena in any significant sense. But, though they are as essential to a broad democracy as labor unions, their viewpoint is similarly limited, since, for example, it is in their immediate interest to pay low wages to their employees. None of these groups, then, fit the - prescription implicit in our title. At present there are, I think, but three candidates for the role-a role which may be of essential importance to, and even necessary to, the survival of democracy in the future. They are-A VC, the National Citizens Political Ac- �Page 6 ST. JOHN'S tion Committee, and certain "Peoples' Organizations" which are springing up in the Chicago area. All were born of discontent. More specifically, each arose as it became evident that the Democratic party organization could not continue to give Roosevelt his tremendous 193 6 majority- the minimum majority with which he could govern, since the Southern fifth of Congress continued to be Democratic in name and conservative in fact. However that is not to say that these groups will have no "raison d'etre" when, and if, the South splits into liberal and conservative camps. This is the case even though that action, making possible the execution of a Democratic party platform, would, take it on faith, assure the election of any presidential candidate the Democratic party would care to nominate- even the incumbent. Thus the Chicago groups (see Saul Alinsky's " Reveille for Radicals") sown in the fertile fields of the slum poor, find that their problems are solved as much, and more significantly, by direct relations with groups in the community as by pressure on the three or four levels of government which affect them. If Congress and Mayor Kelly refuse to subsidize slum clearance, the " People's Organizations " have their own ways of making it clear to an owner that the entire community would like a change, later that it demands a change. It takes little imagination t o realize the power of twenty pickets when the pickets are the people's pickets . These " People's Organizations " are organized on a system of group representationof church societies , labor union locals, business associations, in fact , all of the interested groups in the community. Representation is according to total membership of the group represented. If there is any vitality in the organization its steering committee, made up of these representatives, soon attracts the natural leaders of the community. It is the political abilities of these men, with their workshop or neighborhood following of ten or two hundred , w hich the "People's Organizations" exploit. Through these men the people can and do positively articulate t heir desires. Through such sounding boards democracy becomes meaningful and dear to them. Without using a vehicle such as the People's Organization, the people tend to speak only on a Tuesday in November. And, while they have the blessed privilege of saying "No" to the incumbent, in many significant respects ST. JOHN'S COLLEGIAN COLLEGIAN ship is not representational, in Alinsky' s sense, this negative power is no more fruitful than the AVC will need a million members before it can "Ja" of the Germans under Hitler. swing its potentially tremendous weight in tpe The National Citizens Political Action national arena. Its current membership is apCommittee (NCPAC) though on a larger scale, proximately 100,000-an elite too small to beis another answer to the problem of the political come respectable in the thousands of communivacuum between the voter and the Congress. In ties where it is bound to get less than fair treatthat it tries to embrace the whole of a comment in the local press. munity, it is similar to the other two. Its inAVC's program and its persuasive leaders sight into organization is basically a mathematihave cut into the ranks of the intellectual atomcal one : that in most Congressional Districts ist, the young men who think they must intelthere are a few thousand fence voters who can lect the perfect republic before they can begin swing an election into the progressive or popular to act politically in groups. A VC suggests that column; and that a decent presentation of the young men have a temporal civic duty to get issues by a strategic force of local people in each ' their hands into the dirt of politics and to work of a hundred doubtful Districts can have na-say five hours a month-as effectively as postional repercussions. If NCP AC is wise it will sible-for what their daemon tells them is stress institutionalization, i.e., locally, headquarters will become a social club for the politic- , right. Probably the veterans are more susceptible to such reasonings because they found themally interested, which, taking a great interest in selves fighting, knowing that they should fight, immediate community problems, will become an but only vaguely knowing why they should. important and a respected factor in community However political lesson number two, that the life. Obviously it might meet the Chicago earthy (?) people with whom they lived and groups halfway and join with them . . fough t are as neccessary to the success of AV C Actually all three organizations have mushas they were to the Army's-is taking a much roomed, and in more normal days one of them, or a combination of them, might, in a short , longer time to sink in. In miniature fashion the Annapolis A VC space of time, become a permanent part of our chapter faces the same practical problems and has democracy. The silent or negative treatment in the same significant po~sibilities as has A VC most of the press is to be expected. NCPAC, nationally. with potentially the widest appeal, has a ComAt another time I should like to inquire inmunist cancer which already threatens to wreck to the possible inter-relationships between such it on the question of the Baruch plan. A VC people 's political pressure groups as A VC and put down the CP at its Des Moines Convention the adult education and world government but still finds many locals in CP hands. While its truly liberal leadership gives it a much betmovements. ter chance to survive, it has thus far failed to Sports drown the Communists by numbers. I think Nov. 9. The Sophomores held tenacious Iy to this failure is a direct result of its refusal to stress their slim margin to capture the football champthe only practical means for putting its memionship this week, despite two ties with Junior bership into millions-all out institutionaliza3 and the Freshmen. It is somewhat regrettation-potentially a much easier job for it than ble that the margin of victory comes from three for NCPAC. wins by forfeit, two of them over teams which Its crucial, and niave dilemma is as follows. the Sophs could not beat in competition; but The typical member wants all veterans to join the fact that they were undefeated against such AV C. He realizes that paying three to seven teams as Junior 3 and the Frosh provides sufdollars a year for the privilege of talking polificien t consolation. tics on odd Thursday nights in a rented hall Following is a resume of games played since hasn't a mass appeal. However he feels it our last issue: somehow indecent to meet his less politically Junior 3, · 2; Junior-Senior 2B, 0. (Forarticulate friends halfway by going all out for feit.) the necessary chapter home and bar at the first Sophomores, 2; Junior-Senior 1A, 0. (Formeeting. But these perfectly civilized adjuncts feit.) of fellowship and good talk are conditions of Sophomores, 31; Junior-Senior 2B, 0. the million members goal. And since member1 Page 7 The Sophs demonstrated a powerful running and passing attack and scored at will against an underdog Junior-Senior combination paced by Wilson and Dean Neustadt. Morray registered the first touchdown on a pass, followed by three touchdowns registered by Marshall, all on passes. The final tally was made by Harris. Junior 3, 19; Frosh, 13. A powerful Freshman aggregation moved into high gear to give the high scoring Juniors a close contest. Whetstone tallied first for the Juniors on a pass from Gallup, but one play after the kickoff, Freshman Frame, following excellent blocking, went over his right tackle to score from midfield. Shortly after, the Juniors took the lead again as Camponeschi carried the ball across. Gallup to Bounds scored again for the Juniors, but the Freshmen tallied again in the closing minutes on a pass from Frame to Short. Sophomores, 0; Junior 3, 0. With the championship at stake, the Sophomore and Juniors battled for 60 minutes in a scoreless tie that saw three scoring opportunities missed. The Sophomores drive to the Juniors' I-yard line early in the game, with first down and goal to go. An attempted buck lost one yard and on the next play Gallup intercepted a pass to end the threat. Both teams missed on long passes which were bobbled in the end zones. Freshmen, 7; Junior-Senior IA, 0. A game but outclassed Junior -Senior combination was handed another defeat by the Freshmen, who scored their lone touchdown on the last play of the first quarter on a pass from Frame to Widder. Another pass from Frame to Dobreer added the conversion. A deceptive reverse play from Frame to Herrod in the second half gained 3 0 yards for the Frosh but the Junior-Seniors rallied to prevent another score. Later, a series of screen passes brought the Junior-Seniors into scoring territory but the Frosh line tightened and held for four downs. Sophomores, 1 3 ; Freshmen, 1 3. In the final game of the season, the Frosh nearly knocked the Sophomores out of the championship by holding them to a 13-13 tie. The Freshmen tallied the first score on a pass from Frame to Thomas. Marshall evened the score by tallying for the Sophs and went over again for the conversion to put them in the lead. Neustadt came back to score for the Frosh on a �Page 8 ST. JOHN'S pass from Frame, and Jackson converted on another pass. Marshall then came back to tally for the Sophs but the conversion attempt failed. Final standings : Sophomores Junior 3 Freshmen Junior-Senior 2B Junior-Senior IA W. 5 5 3 1 0 L. T. Pts. 0 3 70 1 2 120 3 2 65 5 0 19 30 5 OP. 32 47 55 78 92 Ave. . 813 .750 .500 . 167 .083 ---01---- Still More Spengler A close reading of Mr. Morgan's cheerful note on my essay leads me to believe that I have not indeed drawn the whole picture of St. John's in a Spenglerian world- hence this footnote to a note. The Aeneid is very embarrassing to a good Spenglerian-it must also have been a stumbling block to The Master, for I am unable to find a reference to it in the 103 5 pages of his magnum opus. The Aereid was written in that late era of the Greco-Roman Culture when no great book could be written; therefore the orthodox Spenglerian can either say it is not a great book, or that it, together with other isolated facts of history which contradict the Theory, are not of sufficient weight, compared with the Theory and the multitudinous facts of history which support it, to tip the scale. If the latter opinion is held, one must admit the possibility of a new Aeneid 's being written by a St. Johnny. In order to answer Mr. Morgan's second point, it is unfortunately necessary to poke around in the murky depths of Spenglerian concept. It is really not fair to jerk it from its Teutonic twilight into the sun-it becomes knobby, amorphous, and truculent, out of its proper environment, like a finny , bloated deep sea beast hauled up to the air by an impious fisherman. But with Mr. Morgan's gun in my ribs. Each Culture, like each man, has its own character or individuality or (to use Spengler's term) its own Soul. Its Soul is its attitude toward the world. The Soul of each Culture is different from the Soul of every other Culture in essence, or true inwardness, and consequently the Cultures, the manifestations of the Soul , are essentially different. Thus the mathematics , COLLEGIAN arts, sciences, philosophy, technology, politics, ethics, :finances, theology, plumbing, etc., of one Culture, the parts of that Culture, differ in essence from those of another Culture. Furthermore the thought of one Culture is true only for it, and is fundimentally incomprehensible to men of another Culture . St. John's Collegian ~Lx- No. 4 ANNAPOLIS. WEDNESDAY, DECEMBER 4. 1946 CCXLIX What , men, when the May is over? Will Spengler does, as Mr. Morgan observes, say that a unification of knowledge can, must, and the da y of clover still cleave to you? Shall you will be accomplished by men of twentieth cenreceive the summer with an open and a hopeful tury West-Europe and America . He means by will? Chills, yes, appea r before the winter evethis ( 1) that the exact sciences of the Western ning, oh, comes even near to steal our leaves W odd, which have the same essence or true inaway and to requite that frightening burglary wardness, will be united into one great science, and (2) that correct (that is, Spenglerian) histhen with snow.-but a winter which I know tories of the parts of a Culture will reveal their will finally be winsome and which will grow unity - through - participation - in - the - Cula brilliant spring again; more timely and eternal ture's - Soul. Neither of these seem to be on the ' though, and to the warmer south of our worn agenda of the St. John 's Unionists. vernal thing! The basic assumption of the St. Johnnies is -GEORGE JOHN. that the thought of diverse Culture's in a certain :field, for example all mathematical thought, is essentially the same, and eternally true. " I grant," one might say, "that the Greek concept of number differs from the European con- , The Great Indoctrination cept, but- I take it European mathematics is By attempting a literal review of Mr . built on Greek mathematics, in some way, and so they are the same, . in a certain sense." Buchanan 's lecture, we probably reveal our lack Whether or not they are really the same and of understanding of the very lecture. On the eternally true is not , of course, the question here. ' other hand, such presumption may indicate that The question is whether or not knowledge can we do not take the lecturer " too seriously," be unified in the St. John's way in a Spenglerwhich may be most fitting . In the terms of the ian world. Any Spenglerian worth his salt would see that the St. Johnnies are picking out ' lecturer, an intelligent review might explore the two or possibly three of the eight or ten Culrelatio nships between Northrop and Buchtures of the world, saying that their thought is ana n in any number of ways that would, for the true thought, presumably the only true instance, include the lecturer's present audience thought, and (this is really scandalous) that an and the past Dean of St. John's as unifoci. American can penetrate the thought of a Greek Such development might expose relationships to its core, that the thought of the one is esin a way that Buchanan as a character in the sentially the same as the thought of the other"play" is logically incapable of. On the other or in some way the same. That "in some way" , hand , Buchanan's part in this play, in a very is rather tricky, it leaves a lot of loopholes, but genuine sense, seems to be as a character capable it is clear that whatever the way is, it is not the of understanding relationships that include even Spenglerian way-and so, Mr. Morgan, beware himself. Yet he is only one character. In of excommunication, for you are speaking heresy either case, an apology to the lecturer may be against the Prophet. These St. Johnnies who indicated. But then, an apology would be takaim at the unity of all knowledge are anathema, ing the lecture "serious Iy" and in so doing it and he who defends them by saying they are might in turn call for another apology. Furacting in accordance with the laws of the Prothermore, Buchanan's very lecture is a sort of an phet, is also suspect. apology, an apology for the need of stating apologies; or, better, how the mind confronted -GENE THORNTON. Price: 10¢ with this necessity (of making apologies) can proceed. If the reader bears in mind that the lecturer was in some ways doing in the lecture the very things he was apologizing for, the reader may get a very proper effect, seeing what the lecture is, and what it can not possibly be expected to be. Professor F. S. C. Northrop's " The Meeting of East and West," though not a great book, is to Mr. Buchanan important, for it demonstrates a mind stretched to a " great problem, " thereby attaining wisdom, for wisdom comes from seeing knowledge apart and together. Mr. Northrop puts the world together geographically as it is in 1946, rejecting none of its members and overlooking none of its barriers. Mr. Northrop takes a world trip. Beginning with Mexico, he finds a kind of a symbol, a melting pot, combining sensitiveness and reason into a "together" rather than a unity. Yankee ingenuity and the philosophy of John Locke typify the U. S. Here pragmatism runs hight and the spirit of man is left empty. England, also influenced by Locke, is more directly seen in Hooker's "Ecclesiastical Polity." England, the church community, allows revolution without blood. Another element in the world combines " medieval Roman Catholic Culture" with Greek science; and commits the sin of "being aware of and, therefore, fixed in the past." The lecturer is recognized in this group. Germany is mirrored in Fichte and Nietzsche and the romantic reason of the will. Karl Marx and communistic values are the symbols for Russia. The deeply mysterious Orient demonstrates a simple, direct, common teaching, teachable to the man in the street. Without "theory" we find the "inside man," the aesthetic sense of the universe, " cosmic consciousness." Here stated, we have a world recognizable for the disunity of its parts. How do we put the world together? How do we relate the East and the West, the Latin and the Anglo-Saxon cultures, democracy an:d communism, the medieval and the modern? Mr. Buchanan suggests tha.t Northrop uses an "old trick,"-divides the world into parts and functions of � 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVX No. 3 Title A name given to the resource St. John's Collegian, November 20, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-11-20 Description An account of the resource Vol. LX, No. 3 of the St. John's Collegian. Published on November 20, 1946. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/be022aaccfa7ab320cefb22d1e884c10.pdf 545aa28ddfa754b6d0271c2d114ca9c1 PDF Text Text ST. JOHN'S COLLEGIAN Page 8 pass from Frame, and Jackson converted on another pass. Marshall then came back to tally for the Sophs but the conversion attempt failed. Final standings: W. L. T. Pts. Sophomores 5 0 3 70 Junior 3 5 1 2 120 Freshmen 3 3 2 65 Junior-Senior 2B 1 5 0 19 Junior-Senior IA 0 5 30 OP. Ave. 32 .813 47 55 78 92 .750 .500 .167 .083 ---0'----- Still More Spengler A close reading of Mr . Morgan's cheerful note on my essay leads me to believe that I have not indeed drawn the whole picture of St. John's in a Spenglerian world- hence this footnote to a note. The Aeneid is very embarrassing to a good Spenglerian-it must also have been a stumbling block to The Master, for I am unable to find a reference to it in the 10 3 5 pages of his magnum opus. The Aereid was written in that late era of the Greco-Roman Culture when no great book could be written; therefore the orthodox Spenglerian can either say it is not a great book, or that it, together with other isolated facts of history which contradict the Theory, are not of sufficient weight, compared with the Theory and the multitudinous facts of history which support it, to tip the scale. If the latter opinion is held, one must admit the possibility of a new Aeneid 's being written by a St. Johnny. In order to answer Mr. Morgan's second point, it is unfortunately necessary to poke around in the murky depths of Spenglerian concept. It is really not fair to jerk it from its Teutonic twilight into the sun-it becomes knobby, amorphous, and truculent , out of its proper environment, like a finny, bloated deep sea beast hauled up to the air by an impious fisherman. But with Mr. Morgan's gun in my ribs. Each Culture, like each man, has its own character or individuality or (to use Spengler's term) its own Soul. Its Soul is its attitude toward the world. The Soul of each Culture is different from the Soul of every other Culture in essence, or true inwardness, and consequently the Cultures, the manifestations of the Soul, are essentially different . Thus the mathematics, St. John's Collegian arts, sciences, philosophy, technology, politics, ethics, finances, theology, plumbing, etc., of one Culture, the parts of that Culture, differ in essence from those of another Culture. Furthermore the thought of one Culture is true only for it, and is fundimentally incomprehensible to men of another Culture. Vol. LX - No. 4 ANNAPOLIS. WEDNESDAY, DECEMBER 4, 1946 CCXLIX Price: I 0¢ with this necessity (of making apologies) can proceed. If the reader bears in mind that the lecturer was in some ways doing in the lecture the very things he was apologizing for, the reader may get a very proper effect, seeing what the lecture is, and what it can not possibly be expected to be. What, men, when the May is over? Will Spengler does, as Mr. Morgan observes, say that a unification of knowledge can, must, and tbe day of clover still cleave to you? Shall you will be accomplished by men of twentieth cenreceive the summer with an open and a hopeful tury West-Europe and America . He means by wiil ? Chills, yes, appear before the winter evethis ( 1) that the exact sciences of the Western ning, oh, comes even near to steal our leaves W odd, which have the same essence or true inProfessor F. S. C. Northrop's " The Meetaway and to requite that frightening burglary wardness, will be united into one great science , ing of East and West," though not a great book, and (2) that correct (that is, Spenglerian) histhen with snow ,-but a winter which I know is to Mr. Buchanan important, for it demontories of the parts of a Culture will reveal their will finally be winsome and which will grow strates a mind stretched to a " great problem," unity - through - participation - in - the - Cula brilliant spring again; more timely and eternal thereby attaining wisdom, for wisdom comes ture's - Soul. Neither of these seem to be on the ' though , and to the warmer south of our worn from seeing knowledge apart and together. agenda of the St. John 's Unionists. Mr . Northrop puts the world together geovernal thing 1 graphically as it is in 1946, rejecting none of The basic assumption of the St. Johnnies is -GEORGE JOHN. its members and overlooking none of its barthat the thought of diverse Culture's in a certain riers. Mr. Northrop takes a world trip. Befield, for example all mathematical thought, is ginning with Mexico, he finds a kind of a symessentially the same, and eternally true. " I bol, a melting pot, combining sensitiveness and grant," one might say, " that the Greek conreason into a "together" rather than a unity. cept of number differs from the European conThe Great Indoctrination Yankee ingenuity and the philosophy of John cept, but- I take it European mathematics is built on Greek mathematics, in some way, and By attempting a literal review of Mr. Locke typify the U. S. Here pragmatism runs so they are the same, . in a certain sense." Buchanan's lecture , we probably reveal our lack hight and the spirit of man is left empty. England, also influenced by Locke, is more directly Whether or not they are really the same and of understanding of the very lecture. On the seen in Hooker's "Ecclesiastical Polity." Engeternally true is not, of course, the question here. other hand, such presumption may indicate that land, the church community, allows revolution The question is whether or not knowledge can we do not take the lecturer " too seriously, " without blood. Another element in the world be unified in the St. John's way in a Spenglerwhich may be most fitting . In the terms of the combines "medieval Roman Catholic Culture" ian world. Any Spenglerian worth his salt would see that the St. Johnnies are picking out lecturer, an intelligent review might explore the with Greek science; and commits the sin of "being aware of and, therefore, fixed in the past." two or possibly three of the eight or ten Culrelatio nships between Northrop and Buch- The lecturer is recognized in this group. Gertures of the world, saying that their thought is anan in any number of ways that would, for many is mirrored in Fichte and Nietzsche and the true thought, presumably the only true instance, include the lecturer's present audience the romantic reason of the will. Karl Marx thought, and (this is really scandalous) that an and the past Dean of St. John's as unifoci. and communistic values are the symbols for American can penetrate the thought of a Greek Such development might expose relationships Russia. The deeply mysterious Orient demonto its core, that the thought of the one is esin a way that Buchanan as a character in the strates a simple, direct, common teaching, teachsentially the same as the thought of the other"play" is logically incapable of. On the other able to the man in the street. Without "theor in some way the same. That " in some way" hand, Buchanan's part in this play, in a very ory" we find the "inside man," the aesthetic is rather tricky, it leaves a lot of loopholes, but genuine sense, seems to be as a character capable sense of the universe, "cosmic consciousness." it is clear that whatever the way is, it is not the of understanding relationships that include even Spenglerian way-and so, Mr. Morgan, beware himself. Yet he is only one character. In Here stated, we have a world recognizable of excommunication, for you are speaking heresy either case, an apology to the lecturer may be for the disunity of its parts. How do we put against the Prophet. These St. Johnnies who indicated. But then, an apology would be tak- the world together? How do we relate the East aim at the unity of all knowledge are anathema, ing the lecture "seriously" and in so doing it and the West, the Latin and the Anglo-Saxon and he who defends them by saying they are might in turn call for another apology. Fur- cultures, democracy a~d communism, the acting in accordance with the laws of the Prothermore, Buchanan's very lecture is a sort of an medieval and the modern? Mr. Buchanan phet , is also suspect. apology, an apology for the need of stating suggests that Northrop uses an "old trick,"-apologies; or, better, how the mind confronted divides the world into parts and functions of > -GENE THORNTON. �Page 2 ST. JOHN'S parts , facultie s, powers, acts. He separates the universal and the particular . The various differences within the world illuminate each other; by rejecting " none of the parts" and accepting " the whole of knowledge" Northrop offers a possible solution. Although Mr. Buchanan claims to have disagreed with almost everything Northrop has said , and claims that Northrop's essay does not go far enough, Northrop's serious and pointed attempt serves as an illustration for Buchanan's point (and this was a pointed lecture). The next two paragraphs constitute an exposition of Buchanan's point , in Buchanan's terms and is direc ted to _ Buchanan 's audience. that lie back of hypotheses ? "Worry, con. template, ruminate !!" It sounds " painful" but it is very satisfactory when you've learn~d to do it. There is danger in it . Control of it is essential. This is the art of analogy. Analogy finds connections between any two things and further finds an infinity of things through which this relationship can be seen. In order to find the connection between two things, it is best ~o _do it with at least three, perhaps 100. This 1s the only way the human mind can find truth that lies hidden in abstract thought. Its rules are rules for day-dreaming; ways for entertaining hypotheses in their imaginative form as analogies . This may be a key to things happening in the Oriental mind. S.nce analcgy makes the . mind receptive and s~n ::c to the waiting- or open mind, all sorts of things happen, we find an analogue to the Oriental primordial sense. Sub-consciousness m ay be another term for this mystery . How d 8 you get ideas? You don 't get them. Wait, get ready for them, do all sorts of passive things and it happens. We have faith, because we see faith 's intellectual counterpoint, the influx of ideas into the mind made ready by analogy. This is not magic. We are, however, as mysterious as the Orientals. What is the point of all this to the student here? It seems that detachment is the greatest power of _ he human mind and that symbols are t_ the only m edium · thro-ugh which the mind can 9pef.ate. _ Without 'them is only paralysis and frustration: : -- This . 0as many statements, an~ierit . ana''ill'odern, '. ana is true even for the 9rient. -_One- statement . is that imagination is the i:ned.iu1~i._i·n_· whl.~~-~the spirit lives. The productive and repr_seri.tative imagination work e together-, m'a king ·possible unification and abstraction. · Judgment is the free play of imagination in harmony with the "concepts." Colleges are institutions that say that human beings behave well when their imagination is College is the place where the mind is at work in many and complicated ways. Minds should be stretched in any direction no matter stretched, is made receptive. Here the process is what comes out. That men should learn to initiated. We strive for the " liberal mind" and im_ agine 'is -fundamental. The great problem is the liberal mind is capable of detachment through analogy and imagination. The tragic ~? find the means. One way is the consideration o f hypotheses-- ''Jun suppose this for the sake hero has a liberal mind but tragedy may be the ·of ;the _ argume.i u'.'' Your answer is supposed to story of how he got it. Just as the senses are be in. simple, -conditional sentences-"If so and hypnotized by art, the tragic hero is hypnotized ~o, _ then so and .so.' ; Another way is expressed by some " idea" that he attaches himself to. The in contrary to fact sentences. One is told, "This essence of liberality is the power to be hypnoj~ .not _ but do consider it anyway." Dilem- tized. The tragic hero sees all the rest of the so, mas are combinations of hypotheses and " a man world mirrored in his idea and yet finds by the known _by the dilemmas he keeps.'' Hypo- very fait oCthis attachment that his idea can't thetical sylogmsis are long trains of arguments. be true.· . This is an unavoidable human recoglhese trains are the necessities of the operating ~ition . Man'; mind is ~-Iassy. For man there mind. Humans rest on them. What kind of is no clarity of truth without using distortion. Ji:'.U.th d~o · these hypotheses have? One kind is You have to give yourself to distortion to alloW' Jbe _truth of the necessary connection among truth to come out. It will come out in prismatic foims, ·. .A three-sided figure has three angles, fashion, but there is nothing you can do about ~ven if it does not exist. This is formal truth. it. Don ' t expect anything else, . Wait tenSe.condly, .even if these things don't exist, they twenty years, then write a book like Northrop's. do_ have reference to things that do and there Dc;m't be greedy~ Be endlessiy_searching . but - -possibJe _an infinity of applications. How do ;µ.ot-in-a hut:-ry.- Reje<:t no -prisms, for all prisoiS is )r:0u .JiruLformal truth and the infinite _t~ings ~r~ - fase:inatill.& - Qet -.- fasci~at~d qy this pJay. is --- COLLEGE ST . JOHN ' S COLLEGE It ma y land you in an insane asylum, but more likely it will make your whole world a liberal college. 1 Lastly, during the discussion period , Mr. Buchanan remarked that he considered Socrates, Quixote , and Falstaff the three greatest comic heroes of all time. This may be a key to the lecture. In a very genuine sense, Scott Buchanan is a Quixotic Falstaffian Socrates, or whatever <:ombination of the three you prefer. (Possibly Mortimer Adler and not the Dean is the Socratic, Falstaffian Quixote and Mr . Barr is the Quixotic Socratic Falstaff.) If any man were ever well pictured in playing the part of a character in a play, who comprehended relationships, that included himself, and who, in addition, was at all times aware of the very irony of himself, an individual man, in such a role, it was Socrates. The key to this play is, " I know that I don't know." Socrates is comic because at all times he sees this and its consequent irony. A tragic hero sees this ultimately and is reborn ; Socrates, the comic, sees this constantly and undergoes constant comic rebirth. Buchanan's " attachment to detachment" is just such a Socratic .statement. Buchanan's " apology " like that of Socrates is the very beginning of a growing dialectic and yet near the end of an epoch (in the case of Socrates, his mortal life) . On the other hand, America in 1946 is not Athens of two thousand years ago. Though the human mind may be basically the same,-changes, revolutionary in theory and in scope, have occurred. Buchanan's attempt to "master the world" through the " restoration of a Golden Age, " though Socratic can not help being Quixotic. The Summa Dialectica is some ultimate Dul-cinea . Though comedy is ever present, tragedy is imminent. Last, just as Falstaff was the teacher of Henry, and Henry applied Falstaffian methods to the field of politics, the ultimate suc-cess of Mr. Buchanan's endeavor may rest in a field outside his endeavor. This is a world of atom bombs and student polities. What we do may determine not only the course of the modern world but also the ultimate success of our teach ers, past and present . Like Henry, we dare not take our Master "literally. " On the other hand, we must find what there is to be taken . This is made possible by the art of analogy. -BERNET GEORGE HAMMEL. Page 3 THE FINE ARTS Myths, Manners, and Madness A recent visit to three New York theatres yielded some consideration of the above Great Ideas in old dramatic works. Time , space and the nature of society make it possible to present only the conclusions and not the arguments under these heads. Mr. Guthrie McClintic, under the willful eye of Theatre , Inc ., (an organization of Big Names dedicated to the task of amassing money for the presentation of plays) has directed a mediocre production of a great play . The current presentation of Synge's Playboy of the Western World is at best interesting. Direction and acting are never used to illuminate the text and the audience is left with the simple, literal statement of a myth and the uninspired recitation of some elegant poetry. The elaborate use of symbols and language was left on the pages of the script, and charm as opposed to enchantment characterizes the play. The bitter satire has been turned by Broadway slickness into homey comedy and all the tragedy has disappeared . But the performance is not wholly without virtues. Mildred Natwick handles the brutal Widow Quin with great skill , vanishing in fine degrees as another character takes up her action in the play. Ethine Dunne, as Pigeen Mike, is beautiful and possesses a fine Irish brogue. Her powerful expression of emotion however cannot overcome a loose conception of the role and her valiant attempt to redeem the final scene of the play , though commendable, is not successful. Burgess Merideth is probably as responsible as anyone for the difficulties, by taking away from the Playboy almost all stature. His Playboy simpers and whines, effectively but inappropriately , through all the first act and most of the third. This cannot be right since the PoetPla yboy has previously contrived his life, and his growth is that of surety not maturity . If Mr. Merideth had not so much personal charm he would be forced to rely on his talents, which as an actor, are considerable. If anyone ever thought of Lady Windamere' s Fan as a problem play (social) they will be annoyed at the lush production of it now at the Cort Theatre. For it seems, as presented, nothing more than the barest skeleton to be dressed by Cecil Beaton' s overwrought sets and �Page 4 ST. JOHN ' S COLLEGE costumes. Everyth~ng has beet;i . calculated to No Ballet stun the eye, to overwhelm with color and Modern Ballet, as such, is an art form comvisual beauty. When it is possible to fix your posed not only of the Dance but three other arts attention on the play it is rewarding only in ter ms of some overl y quoted epigrams and a fine as well : Music, Lighting, and Stage Design. array of diction . The long passages are wonder- Music is obviously the most important and that fully sustained by the cast , but you always feel on which the choreography is constructed ; hence that curiosity and expectation for the next cos- the quality of the dancer is directly affected by tume or the next setting. Aside from this par- the performance of that music to which he must ticular and perhaps perverse feeling, certainly dance. The primary concern of Lighting is atmosphere, not ill umination. It sh ould w heneverything is right and good. Mr . Beaton has ever ~ossible bear out the story or intensify the only joined Wilde in the job of picturing and essential form of .t he dance. It may also be used parading the manners of the ridiculous though for symbolis~ . . Unlike Music it does not dienviable " good " society. And since no one rectly affect the performance of the dancer but wanted to .be serious at the start the product is au~ments and d~rifies his action for the specproperly pleasing but insignificent. The acting tator. Stage Design. also has no direct effect upon th e dancer and is closely akin to Lighting. of a magnificent cast is like the scenery and The proscenium arch gives place to, adds stature script-handsome, witty, mannered and super- to, and furth er . unifies ·t he dance. It does no t ficial. . separate the action from the spectator. It is the fu nction ~f the set to specific all y define the place Broad way is rife with great plays this fall. of the action. In the whole repertoire o f ModE lisabeth Bergner has done her bit to stop this ern B<allet there is scarcely one w ork which is not with her production and performance of the crea:ed to be performed on a stage of the proThere are, of course, works Duchess of M alfi.. The vulgarity and cheapness scenmm type. which. are intended to be danced without stage of this is, as far as we know, unmatched. W. H. and without sets; but it is not this special phase Auden has insidiously hacked at John Webster's of the Dance with which the Ballet Russe is cons·tuations and language, leaving an unrecogniz- cerned. It is concerned with the art form develable mess. He has added something here and oped by D~ a g h i l eff, and this is an intearated art. 0 there but no one could possibly breathe any life If it is to be pleasing to the spectator (the ro le into the F rankenstein. It's there on the staae of o.f a~l fine arts), every part must be present, fu nc b the Eth el Ba rrym;)re Theatre now, dead and t1omng and functioning well. To attemp t a performance with but one part missing is absurd, ugly, won to be carted away by a thea.trical if not impossibl e. transfer company . Of Miss Bergner it is suffi ciSunday afternoo~ . . Novembe r 1 O, the ent to say that she is a not-very-good actress . Original Ballet Russe was presen ted at Constituvrith a remarka bl y ord inoiry fa ce and :figure and tion Hall in W ashington. Constitution Hall is a voice that p ains the h earer. Canada Lee w as a large building whose interior is similar to a onl y ~ lightl y eff ective as a Negro Bosola painted ~oma n th eatre and a fo otball stad ium, al though w hite. As the Cardinal, John Carridine seemed it .e mpl_o~s the· vir tues: of neither. Its stage is bored and irritated by the w hole thing. Indeed elliptical m shape, . about two-th irds the size of a standard stage : is constructed like a drum , and the ~n l y one w h o tried w as Donald Eccles, as resounds as sttch: · · There is no proscenium arch. Ferdinand, who accomplished love , hate, fear T~e curtain -consists of two pieces of cloth and madness with the same nervous twitch and draw n on an exposed iron rod which must be thrust of the jaw. manipulated by two men always clearly visible to the spectator. There is no place for sets. . What the King William Players will do with a pure Webster text is a matter for con- There is no orchestra pit and the music must be played from the aisles. The lighting consists of jecture if not prayer. flat floorlights and a single spot. Under these -Playgoer. conditions the Ballef Russe performed Sunday. ST. JOHN ' S It was intended that this· should be a review of the Ballet given Sunday afternoon and SundaY evening, but since there was no true Ballet performed it must be taken merely as a summary of the program attempted. The afternoon perfo rmance was started with a heavily cut versiOn of Swan Lake danced by Rosell.a Hightower and And re Eglevsky. Eglevsky gave an acceptable performance but Miss Hightower 's was especially bad. Her floundering porte de bras was more pronounced than usual and there were times when she was off balance. However, the pas de quatre was pleasing from a standpoint of precision if nothing else. The rest of the program consisted of Prince Igor and Symphonie Fan tastique, whose pageantry somewhat made up for the lack of sets, good music and good dancing. The evening performance, save for a short ten minutes of Alicia Markova and Anton Dolin , was equally unsatisfying. Constantia , which depends so very much upon lighting and a large stage for its effect, was further mutilated by the abominable playing of the National Symphony. Paganini seemed less muddled, for neither the bad corps nor the orchestra was able to obscure the brilliant choreography of Fokine. The Pas de Deux from the Nutcracker by Markova and Dolin , except for precision in the :first variation, was eloquently done and was indeed the only satisfying performance of the whole day . It was followed by the Blue Danube, a rather silly ballet, poorly presented,-but especially :fitting as the climax of an absurd evening. -ROBERT COURT RIGH T. ---01--- "Spheres and Cells" COLLEGE Page 5 floor because the next problem is to find out how many pennies can :fit around those pennies, and how many around those, and so on. It's easy to see that you need a large surface to enjoy these proceedings. Following his customary sty le Mr. Kasner (1) let the audience guess at the answers (as gross an understatement as I can think of) , then ( 2) revealed the correct answers and ( 3) did not give a geometrical or any other kind of demonstration of the truth of same. Looking at our pennies on the floor , we soon ask ourselves the obvious question , " When I have covered the whole floor with pennies, how much of the floor is actually covered and how much remains as little gaps between the pennies? " Of course the exact answer is highly mathematical and involves technical symbols ; so in order to make sure that all of us would continue playing the game Mr. Kasner persuaded us that approximating the one and only true values by the use of percentage is very satisfactory for practical purposes. With everyone tensely gazing at the pennies on the :floor Mr. Kasner embarked upon a flight of the imaginadon in order to tackle the big problem which was now in everyone's mind: Suppose I fill up the gaps with as big a circle that will :fit in each gap and do the same to the many more gaps (although much smaller ) that now appear , and continue this indefinitely, how much of the floor will eventually be covered and how much w ill remain as gappage? To everybody's relief Mr. Kasner explained how he, together with Mr. Comenetz, solved this baffler about four years ago in the long night w hich followed a similar lecture delivered by him on this campus. Not only did they find the answer, which this reviewer still thinks is simply self-evident, that the gappage approaches zero as a limit, but they proved it, which is much harder to do . Given a circle, how many circles equal to it and to each other can be drawn tangent to it ? Although Mr. Kasner opened his lecture with that problem (after a few good jokes, that is ), Perhaps sensing a skeptical reaction in the he never put it in those words . Mr. Kasner likes . minds of the freshmen who apparently were to avoid complicated statements in his lectures anxious to hear a fe w more jokes at this point, even if his mathematical side compels him at Mr. Kasner brought his audience firmly down to times to build up to complicated thoughts and earth again by introducing a new twist to the ideas. Being fond of lecturing to kindergarten very same game. Let's not use pennies anystudents, who are probably eager and ready to more; let's use spheres- excuse me, balls. In answer any question about anything , he would keeping with the theory that the best way to rather ask, "How many pennies can I :fit around play a game is for everyone to take part, Mr. one penny? " This game is best played on the Kasner even went so far as to allow the audience �Page 6 ST. JOHN'S to play with whatever kind of balls they preferred. Most people seemed to like ping-pong l;>alls the best-also oranges and golf ballsbut Mr. Kasner didn't seem to care whether he used cannon balls or dumplings provided, of course, that the latter were perfectly round all over. _ The way this game started off wasn't much fun. We all managed to get twelve balls around one in the middle (all equal) but nobody could get every outside one to touch another outside one. But this was nowhere near as disconcerting as discovering that there was no definite number of balls that would fit around the first batch. ~"Don't expect the language to be perfect; it s hard enough to get the idea") ;conseq_uently: the third and fourth, etc.,, were practically impossible to imagine. In the face of such odds Mr. Kasner resolutely went ahead to consider the vital matter of gappage as applied ~o balls rather than pennies. Instead of playmg on the floor this time, however, we had the advantage of using a barrel. Suppose we filled the barrel with oranges and then filled the spaces between the oranges with cherries and then filled the new spaces with huckleberries, and then peas, then sugar, then dust, and finally ladies' talcum powder. As in the case of the pennies, ~hat will be the amount of gappage if we contrnue the process indefinitely? Unfortunately, Mr. Kasner had to confess that here was a problem that was too complicated ; it seems as if the gappage again approaches zero as a limit, but no one has been able to give the proof. Since this problem , or ones similar to it or c~nnected with it, occurs in the fields of botany, biology, geology and many others which we probably aren't aware of, it is natural to expect that . the~e are some people busily engaged in probmg mto the profound ramifications of the question. And there are. But Mr. Kasner isn't one of them. Not that · he isn't interested by any means. A man can't be expected to give too much time to one problem when there are other interesting ones to be thought about. A mathematician must be prepared to "go on forever," Mr. Kasner says and it is well known that has even considered going as far as Hollywood. As he says: "Modern times-I must get used to it.'' ST~ - · COLLEGE JO" H N'S ' C 0 LL EGE We seem to me too likely to confuse Jife with a technique for approaching life; . A lot of space is .about to be taken up by a for only in the language of the knife exists such things as parts of animals. thmg not particularly worth printing, which The knife as analyst, failing to render sort of accident is not unique in Collegian his. corpses into atoms, is naive. tory_. _And a lo.t more must be used to say why, And yet its arbitrary butchery for it is not Samt Johnsy not to apologize fo endows the "parts" with almost separate life, and qualify anything written, said, heldr as men construe their solitary selves g.uessed-at or sensed. It would not be local either not to have a dead man at one 's elbow, so and blood-knit nations as apart alive. Witness to this, textbooks gravely prate I ~hall get the quotation over with right away. Nietzsche says that "In all institutions which of cats "made up" of parts. How are they are not ventilated by a keen draught of public made. criticism, an innocent corruption grows up like glued, shall we say. or welded? Where? By a toadstool." Platonists may now adjourn to whom? ask one another what is a toadstool, which reI think of a divine assembly line. duces my audience to a select few faithless freshYou think too . . and of the hell to pay men and unreconstructed upperclassmen. the day the Duodenem Benders' Local The following was written for the labora- • hang on their wings the sandwich-sign decree tory, not the Collegian, and appears here by re"Nectar for All! Shorter Eternity!" quest. I will not pretend I have not been I say the cat herself is uniform pleased to have had it liked and chuckled over, unto herself; utterly always one. but it is nonetheless embarrassing to have to meet So also is the race of cats; lone Kitty the public eye with a wink intended very narhaving, like a severed single claw, rowly for our guardians of science. Verse has no reference, no function, and no pity. a way of being mistaken for poetry, and satire for levity. It was a disappointment that the My argument, however, dwells apart laboratory gentlemen did not take my report in a lone realm of our dissected thought ; seriously enough to want to criticise it seriously. synthesis seems to analysis I implore the learned to deflate the doubts herethe court fool, a rather pleasant chap under, which are sincere; and I a wait the poundcompletely useless on the battle-line. ing on my door of a real poet (if we have one) Agreed . But I insist we now invoke come to protest that doggerel is not fitting in medical science, not biology. the case of cats, whose mysterious and beautiful For just as you and I are each an organ bodies are worthy of the very purest poems. For of humanity. not independent, the rest, in Mr. (William) Buchanan's two mutually bound but function-free broad and bitter categories (The Peer Gynt to the extent that we are specialized, People and the Aesthetic Poseurs) I have a brief so are these cuts of cat some way unique. word of warning. To the former I would say The colon cannot see, nor eye excrete. it ain 't Art, and to the latter. . but they This observation, although silly sin wouldn't be interested. to "inward reason of the course of life," R.T.T. is to the medic where the fun comes in. Opus et Apologia I LABORATORY REPORT, EXERCISE V Sing, Goddess, how a murdered cat rent to a sad salad in a bowl may show enquiring men Biology. Bios and Logos, if her dam and sire, having named their child to signify "the inward reason of the course of life," seem to me twinly outraged at the start. Regarding cats as living, not as dead, · I doubt that parts of cats are pertinent, ·whatever Aristotle may have said. Now, knife in hand, and medically speaking, I am free to make a list of parts. Dozens of different categorizations greet the mind. Take one and get it done. * * * * So is our gentle pussy all exploded into a carnage of composite lumps; narrower fields for probing purposes. · Page .7 Now try to specify the simple parts, · and foul your notion of disunity. The " simple" ear is skin and skull and brain, · and is no kind of ear without them all. And likewise is the eye no kind of eye without the skin and muscle and the brain, nor does the brain exist save as connecting parts which are not in any way apart save to appearance, and that after cutting. I don't think you see one single part which could conceivably be said to serve only one function, or to serve that one without co-operation of the others. Bios and this sword-play on dead tissue are as far apart as I and stars, but medicine is watching every move. Practically, the partial separateness of organs has a Logos of its own. Since bodies are completely uniform, death locally forestalled is death undone. My cat, swallowing glass, enters the pale, medical not biologicaL of knowledge that the gut ails, not the head .. . or should I wish her a convenient nun, that not her tail fails; ovaries instead. Teiresias in this hell is a red book writ by an idiot or very god. His pleasure is to ask dark questions, such as ' 'Does the structure of a part determine function or does function, structure?" id est: is life accidental or created? Clearly the dreary shade seeks to pervert unwary freshmen into sophomores. To curious readers I must recommend our own omniscient triumvirate. Ask Barr, Buchanan, or their Friend. Teiresias now comes off sublimity all the way down to the ridiculous, asking a census of all cats, to find number of teeth and teats etcetera ad nauseam which they may have in common. Nor does this deceive Odysseus, Athene having prophesied in dream that while the method holds for new research running beyond the frontier of the known, yet in ·the case of housecats it repeats a long-done harvest of the futile facts. Liberal Learning, saith the gray-eyed one, solei y attains to methodology. Our purpose is to lubricate the mind for smoother thinking, because thought for men �Pag~ 8 ST. JOHN 1 is best and cheapest and most universal . of all time-consuming parlour games. The seekers after Truth, a sorry host, chase after nothing, lusting after smoke; mad for the armpit-odour of a ghost. One more unprofitable query came peering in.to the clammy feline bowels, asking "how far may a species wander away from norm and still remain itself?" How can this be known, both norm and genre being tricks of human reasoning which eat encyclopedic definition and vomit fallacy? Answering that in serious and humble verity a man may say a cat's a cat's a cat. Now my guide here, finding me no fool, gave me two jewels to bear back to the air and sunshine of my native indolence: the first a principle, the last a hint. He said "When you approach experiment, lean on the heavy crutch Hypothesis. But walks .the last mile to Result upright, solely depending on her proffered arm." This I have stored away for future spending. And finally I asked the clue to order, whereas he smiled, shaking his head, and said, "It is not given you to know the law until you name it, whereon it becomes according to your will the thing you name; beauty, economy, the will of God, coincidence or fate or pure illusion. But I will tell you something to percieve. You saw an animal which was a life perfectly ordered and well functioning outside the realm of your own wit and will. And you have often seen a kind of order in a machine, a poem, a quartet. Should you now see two lines parallel, aim to decide whether or not they meet off at infinity. Now fare thee well." ---0--- The Critic As Liberal Artist In order to start somewhere, and to relate the book in question (The Noble Voice, . A Study of Ten Great Poems, by Mark Van Doren ) to other belletristic studies, let us try dividing literary criticism into three categories. S COLLEGE The first two are ·the most prevalent contem. poraneously, and both want to be ~'scientific." One might be labeled historical: the critic who writes the Life and Times of Somebody or articles on the Influence of A on B. or edits annotated editions. In reading the poem as a psy. chological case history, or for its social sig. nificance, or for · textual considerations, he hits beside the poetry and fails to · treat the poem at all. The result is a pseudo-criticism to which we need pay no further attention. (If a critic likke Taine is valuable, it is not for his historical method.) A second kind does technical analyses. It essays to define poetry, names its kinds and parts, differentiates and relates them. It sets out the borders of its own province, too, and leaves questions which do not concern it to other branches of philosophy. The archetype of this kind of criticism would be the Poetics, and the degenerate case semantics. The third kind of critics, assuming that men are essentially the same wherever and whenever they lived, is not concerned much with finding in a writer the spirit of his age or nation or some kind of documentary sources material. He also finds technical analysis an inadequate means of attaining a full understanding. So he spreads out before him the whole of great literature and looks at it -though not claiming omniscience-somehow as Gc:Jd would. seeking the substance apart from the accidents of time, place, or language, making comparisons whenever they might be fruitful, and selecting the best by some absolute, though perhaps intuitive, standard of good. I should hesitate to suggest who would exemplify this best, although T. S. Eliot might be a nominee. The degenerate case of this would be impressionistic criticism-say Symons. These categories are probably incomplete and not necessarily reciprocally exclusive. If critics were dealt out into these three piles, some strange bedfellows (to mix the metaphor) might turn up. I think it is obvious enough, however, that Mr. Van Doren belongs in the third category, whatever his rank there might be. Let us confirm this by examining, chiefly m his own words, his concept of criticism. In the preface to the recent reissue of his early book on Dryden he states his method: "To go ahead and say all I could about an important writer, in whatever. language seemed suitable to myself and him." From the preface to a collection of articles and reviews: ''The critic can ST. JOHN'S afford more often than he does to leave some space between him and his subject; to move in easy , rapid circles around it; to dart in with judgments only when they offer themselves to him naturally, as it were on the fly." The .critic offers a record of his reading, aware that the truth of the thing read "though simple to the point of delight, is also multiple beyond the power of commentary." And finally, from the work at hand: "What is a given poem about? What happens in it? What exists in it? .. ls tragedy or comedy at work, and what is the .difference between those two, and what the resemblance? Are the facts of life accounted for in the unique way that poetry accounts for them, and is this poem something therefore that any man should read? Such seem to me the great questions ." Criticism is a lesser thing than that which it discusses. It will have served its highest purpose if it leads to a further and better read ing of great literature. It is a question what the criticism of a criticism of poetry-itself but the imitation of cavernal shadows-should be. For instance, it may not be in the spirit of criticism as indicated above to attempt a formulation of Mr. Van Doren' s notion of the nature of poetry; yet that is what I should like to do. It would go somewhat as follows: The world is one in being and various in aspect . It is an inexhaustible mystery, awful and delightful, and it confronts a poet as it does any man. Poets differ from other men only because they write poetry: their experience is not special, the area of their activity is not limited; that which is "poet" in a man is also scientist, philosopher, worshipper. Poets differ from one another in the range, intensity, and acuteness of their vision, the love and care with which they chronicle it. The essential thing about poetry is that it tells a story. and its peculiar faculty lies in its suggesting the whole through the part, the universal by the particular. Since the wonder and wisdom of what is said is more important than the language or style with which it is said, great poetry loses none of its essential greatness in translation. To the extent that a poem is not like this, it is less than great poetry. If such a formulation were successful, it would suggest the treatment the ten poems which are the subject of this book would receive; Which is anyway more or less familiar locally · from his lectures. First come four epics: The COLLEGE . Page 9 Iliad, The Odyssey, the Aeneid, and Paradise Lost. The sovereign poet is Homer, and his power comes from his complete mastery of perspective, which always focuses clearly on the proper particular; in the one poem tense, terrible, and crowded, in the other relaxed, gay, and spacious. Virgil imitates his great predecessor but lacks his energy and directness. Too conscious of history, of the grandeur of his theme and his inadequacy to it, he melts into the haze of a dark and lovely lachrymosity. "Last in the great list, walking lame" comes Milton, whose magnificent and eclectic style is his glory and his failure; for he uses it to say too much, to say things that poetry should not or cannot say. (Perhaps any attempt to enlarge the simple narrative of Moses is doomed, through misunderstanding the use of myth.) Then come three philosophic poems: On the Nature of Things, The Divine Comedy, and The Fairie Queene. A clear distinction between poetry and philosophy is not attempted, but the complete union of them is found in Dante, who belongs with Homer and Shakespeare in a "strict company which excludes all others." His is perfect allegory in which myriad meanings are possible but always mutual, where story and doctrine are inseparable. Didactic Lucretius is "madly penetrated with paradox." A logical attacker of reason, he sought to liberate men into the prison of a materialistic determinism. Melodious Spencer is a nice dilettante for whom etiquette was ethics, whose allegory is too obvious to be convincing. Next are two comic poems: Troilus and Criseyde and Don Juan. Comedy, like tragedy, tells us we cannot know everything, but does not tell us this as tragedy does, by action and discovery, because it knew it all along. It does it by talking. and always having something more to say, is . endless and formless. Comedy levels and tragedy enlarges. The perfect comic poet is Chaucer, who gets added to that exclusive company. In Byron comedy become burlesque and the comic spirit mere roguery. In his choice of himself as hero, he is identified as "modern," as is the poet who comes last-and perhaps least. The little vingettes scattered through The Prelude are beautiful; but lacking a heroic mythology or a weltanschauung, Wordsworth must take himself as subject, and contemplate his uniqueness. Most poetry since Wordsworth has done likewise, and is narcissistic and paltry. �ST. Page 10 JOHN ' S Sometimes in his handling of those who are not the heroes of his book (those besides Homer, Dante, Chaucer) Mr. Van Doren seems to emphasize that wherein they failed over that which is their success; although he does say in his preface that they are only relative failures, and their survival attests their greatness. But with his particular judgments I shall not presume to quarrel or agree. I am more concerned with his general position and procedure. The two crucial questions remain unanswered: is this kind of criticism the most or only useful kind , and how successfully does he practice the kind of criticism he prefers? Dissenting answers have been detectable hereabouts, sometimes . as a subterraneous current in question periods, sometimes quite explicitly in lecture reviews. It has been said that he is too prone to paradox and epigrams more glibly adroit than illuminating ; too personal in his judgments, inconsistent and illusive . If what is wanted is clearer and more distinct ideas, I should insist on the really mysterious element in poetry. If what such objectors want is a more rigorous and technical examination, may I suggest that such criticism is only a partial exercise of critical intelligence, since it is directed only to formal causes. In art, unlike nature, the final cause is a use , and in poetry that use is contemplative. So the best criticism would absorb analysis into itself and reach beyond . Let me concede that in this brand of criticism it is most difficult to discern imposture ; it admits most readily of ambiguity and halftruth . And I 'do not know , I confess it, how to demonstrate Mr . Van Doren ' s success. I can only state it as a personal conviction. - W . B. - - - 0- -- "Now In The Twilight of Deliberation"-A Sermon Dear Children in Adam : I shall not mask banalities m an ill-contrived form; a dialogue would doubtless exhaust your indulgence. And all of you are tired today, I know. I shall address you on the subject of Anarchism. My text is taken from an essayist of the present age: "Anarchism does not confuse means and ends, theory and practice. As a theory it relies on reason alone, and if the con- COLLEGE ception of society which it thus arrives at seems utopian and even chimerical, it does not matter, for what is established by right reasoning cannot be surrendered to expediency. " Now none of you are adjusted. You arise weary, go to bed dreary while the imp of discontent grins at you. There are those who find wastes of nausea in the thoughtful life; those for whom the aesthetic disciplines are as acid ; those whose chaste hedonism ends in anxiety . The sciences are a terror ; the taste for frivolities is dissipated in a spate of the new novels. A sharp survey of nature reminds you that the winds wail for a wanton world. There are the hopeful among you who believe that man's heart is evil from his youth , Christians who will never accept that first disturbance of harmony which led to creation. The world is excessively theatrical , but no pistol is handy. Even the ironic spirit wanes dim ; and although the Spirit of Pities itself will at last vanish in the mounting fog , the captains and the kings can always be discerned among us, taking counsel together. You have such a fearful headache. Perhaps then you turn to politics. All beginnings were abortive, the history of original sin perverted your study of the simple life, but, though politics may be ugly, it may still save us . And the purest politics for those who would be pure in heart tends to World Government ; it pleads unity, simplicity is its argument. " Since man has one nature, end , and purpose, and the whole is greater than the sum of the parts , therefore he requires one government." But do we want either the dictatorship of the proletariat with its absurd grad ua l approach to a compromised future or the immediate power of an absolute, corrupt few? Must we exchange many criminals for one set of " ambitious gangsters? Then indeed will you only derive morality from the state. No longer will you be just at sixes and sevens with things, but as lukewarm water, or as the sands of the desert. If you have listened to those who ask your consent to World Government, you must acknowledge that you have given allegiance to a school for gangsters which multiplies daily its plausible dialectic. Their appeal is made to the expediency of tyranny, and their breath on your necks invites you to turn and be fixed in staring salt pillars. Such doctinaries murmer: "Be persuaded, little sillies, that you need supreme law. Ours is the relentless voice of necessity. You are ST. JOHN ' S not old enough to do· what is proper. Besides, your nurses failed to break you of your horrid habits and let you suck your thumbs, which is why you're so morbid. E:ffieiency can make you whole in your vegetable soul. " The conclusion is this : all the world's en,deavour is concentrated to a point aimed right .at your head. It's either Anarchism or the urgings of these new Arbiters of Pleasure : '' Come to our well-run desert Where anguish arrives by cable, And the deadly sins May be bought in tins With instructions on the label. " -Scythrop. - ---0--- Sunday Night The guest speaker at the November I 0 Sunday Evening Meeting, Col. T . J . Betts, introduced himself as a soldier by profession, and an "info rmed lay man." He h as read the Smythe Report, and is a student of international politics. Despite these qualifications, Col. Betts begged his listeners not to class him as an expert, since at times his knowledge would be incomplete and his authority doubtful. The Col. first gave the factual outline of Operations Crossroads: In October and November, 1945, the Joint Chiefs of Staff met to discuss plans fo r atomic bomb tests of sea -going vessels. A joint task for ce was for med, w ith Adm . W ill iam H . Blandy as Commander in Chief. Bikini atoll was chosen as the location, because of its remoteness, and the large lagoon which it possessed. The organization of the task force and the preparation of the test :fleet presented many complex problems. There were representatives from many branches of Science, and each h ad a series of instruments fo r the recording of the particular data in which he was interested. The air explosion test was set for the morning of June 30, 1946. The " setting of the stage" was complicated by the weather problem. Great clarity was desired for photographic work, COLLEGE Page 11 and the wind had to be such that the bomb cloud would disperse harmlessly. As forecasted, the weather was perfect, and the operation was completed without delay. Those who saw the film of Operations Crossroads will not easily forget the tremendous spectacle which the cameras so graphically presented . But the details of the two explosions are too well known to be described in detail here. The underwater test was held July 24, and again was a complete success. It should be noted that the energy created by the bomb is duplicated many times over in nature . A half-hour rainstorm over Bikini would require the same energy as one e:X:plosion of the bomb . As a result of the facts of the five atomic bomb explosions ~ what conclusions can be drawn? The h<l°ture of the bomb requires that it be dropped only on heavily concentrated areas. The cost would make use in large numbers prohibitive. The bomb must be used deliberately and precisely. Are there any defenses ? Dispersion of industry over a wide area would reduce the effic iency of a b omb in any one spot. If the industry were duplicated, one bomb could not wipe out an entire type of production at one blow . The· fear of retaliation is another type of defense . What's the psychology of the bomb? Peo ple fear impending destruction, and th is can be used as a weapon in negotiations. There is what Col. Betts called the "factor of reluctance' '- people hat@ to use them. The bombs would not be used in a civil war, since in such warfare the object is not to dest roy the enemy , but to convince bim of your way of thinking. In material terms , th e field of users is limited to Russia and the U . S. T hey are tme only ones capable of b0th making and taking atomic bombs. This simplifies the problem of war. In concluding, Col. Betts proposed that the problem of w ar has been assimilated to the p roblem of the bomb, and that the bomb poses the question of peace. The solution ? Col. Betts suggests that W fl. make the next war a civil one. The question period which follow ed was notable for its discussion of Pig 311 , the Colonel 's assertion that the Joint Chiefs of Staff " try to" follow American Foreign Policy, and similar abstract and concrete questions. -JOHN HAYDEN. �Page 12 ST. JOHN'S Sports November 25. The intramural basketball season got off to an enthusiastic start this week, although it is apparently doomed for a series of interruptions due to the multiple use of the gym as concert hall and theater auditorium, as well as for athletics. The freshmen opened the season by troucing a sophomore quintet that was long on substitutes but short on scoring ability by the score of 46-25. The freshmen were paced by the trio of Widder, Short and Frame, and · featured a smoothly functioning offense that makes them look like one of the teams to beat. The box score: FRESHMEN 46 Widder Garland Feinberg Short Frames Fromme 10 2 6 13 15 0 F F. F. F. c. c. G. G. G. G. SOPHOMORES 25 Weinstein 4 Mongeau 5 Eunick 0 Keith 0 Sherman 4 Wallace 2 Kraemer 8 Gargle 2 Harris 0 Moray 0 In the second game, Junior 3 got off tc an early lead over Junior-Senior lA, which was never relinquished, winning 38-27. Matteson was high scorer for the winners, with 29 points, and Cave tallied 11 points to lead the losing team. The box score: JUNIOR 3, 38 Whetstone 2 Smith, W. 0 Gallup 5 Matteson 29 Bounds 2 Derr 0 F. F. F. c. G. G. G. G. G. JUN-SEN IA, 27 Maremont 0 Stern 2 Cave 11 Bauder 6 Smedley 0 Neustadt 0 Krol 0 Gilbert 0 Schleicher 8 Last week, before a bowling throng of S. J. C. partisans led by Miss Caesey and Miss Colton, the incipient basketball team of St. John's defeated the H. B. Myers team by a score of 40-38. Trailing at the half 22-14 , and through most of the third quarter, Camponeschi's men came back with a last-minute drive to overcome the Meyers' lead. In the see-saw bat- COLLEGE - tle with which the game was ended, Dick Matteson dropped the final shot with less than 20 seconds in the game. Matteson led the game's scoring with 18 points, 12 in the last half. The game also featured some good rebound work by the home team against their taller opponents. ST. JOHN'S Camponeschi, F. Elliott, F. Fineberg, F . Bauder, F. Widder, F. Schleicher, F. Matteson, C. Cave, C. Dobreer, G. Short, G. Maremont, G. Wilson Hooker 5 0 0 1 1 0 9 0 4 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 4 3 2 3 1 0 0 0 0 0 0 1 0 1 2 0 0 1 0 0 0 (} 1 1 0 (} 0 H.B. MYERS Morgan, F. R. Dunleavy, F. P. Dunleavy, F . Rannels, C. Jordan, C. Shawn, G . Skordas, G. Medford, G. 0 1 0 0 0 0 1 0 Veteran's Insurance Veterans at St. John's College who have dropped their National Service Life Insurance were advised today to reinstate their policies without delay. Lucius C. Bryan, Veterans Administration training officer at the college, pointed out that a veteran who has let his NSLI policy lapse can reinstate it simply by paying two months' premiums and signing a statement that he is in as good health as when he dropped it. Howeven, after February 1, 194 7, a medical examination will be required in most cases for reinstatement. Veterans who want to convert their NSLl term insurance into a permanent type now have a choice of policies essentially equal to commercial life insurance and embodying features no commercial organization could off er at similar premium rates, Mr. Bryan said. "But veterans holding term insurance policies need feel no compulsion to convert their policies immediately to permanent types," he . added. ST . I .JOHN'S " Term insurance policies issued before January J, 1946, may be continued without change for <Cight years from the date they were issued, and policies issued after December 3 1, 19 4 5, are good for five years without the necessity of converting to any of the more permanent types of insur.ance.'' The VA training officer called attention to the liberalized NSLI benefits now available to World War II veterans under the Insurance Act of 1946. Changes of greatest interest to most veterans are the inclusion of a lump-sum settiem ent option, provision for endowment policies , removal of all restrictions as to beneficiaries , and provision for a disability-income i:ider paying $50 monthly for a $10,000 policy without reducing its face value. Lump-sum settlement may be designated only - by the insured veteran, Mr. Bryan explained , but regardless of the option he selects, bis ben.efi.~iary may choose another providing _ payments over ·a longer period. Other options now induded ar~ monthly installments for ~hree to 20 years, lifetime payments with 120 monthly installments certain, and refund life fncome with face value certain. Added to the original permanent plans 1 fivailable (ordinary, 20-pay and 30-pay life), ~re 20-year endowment, endowment' at age 60 and endowment at age 65. The veteran may ~onvert to two or more of these permanent plans if he desires, although endowment plans cannot be included if premiums are being waived ~JeCause of disability. . The previous advantages of NSLI, such as premium waiver for disability and absence of restrictions on travel, remain in effect. ~ "There's one bit -of advice to veterans that 1 want to emphasize," Mr. Bryan concluded. ," Don't throw away $10,000 by letting your ;NSLI insurance ·1apse. If it has lapsed, then I advise immediate reinstatement." COLLEGE Page 13 $175 a month if he has no dependents or $200 a month if he has dependents. The limitation applies to veterans whether they are earning money outside while going to school or earning wages in apprentice or on-thejob training. This limitation applies, Mr. Bryan added, only to veterans studying under the G.I. Bill and not to disabled ex-servicemen and women training under the vocational rehabilitation act . To be eligible for enrollment under the vocational rehabilitation act, a veteran must have a pensionable serl'ice-connected disability of 10 per cent or more. Veterans were urged by Mr. Bryan to get in touch with him if they have any problems concerning their education under the G.I. Bill. He is located in the Post Office Building, Annapolis, Md. Mr. Bryan pointed out that veteranstudents are entitled to 30 days leave a year with subsistence allowance. A veteran can take this leave during his summer vacation if he wants to, he added, but he uses up that much of his educational entitlement under the G.I. Bill. Veterans who have several years of schooling ahead of them-such as those who plan to enter professions-may not wish to use up .their educational entitlement by taking this annual leave. he added. The Duchess of Malfi Production In his tragedy, "The Duchess of Malfi," Webster's first purpose is to create, as rapidly as is consistent. with fullness and depth, ' a picture of the world _ which his characters move; in a world created' of their thoughts and of the deeds which are the outcome of their thoughts. Any process which will quickly make us free of this country is fttting for his purpose; whether dramatic revelation or repeated analysis of one character by the . others. The first scenes are I -()-,I Veterans enrolled in St. John's College un- sufficient for this induction; we immediately see ~er the G.I. Bill- were reminded today that they the characters his people present to the world, are allowed to earn a~___rrrnch as $110 a month and something also of the underlying character jn outside -jobs- ai'ld ' still receive full subsistence guessed at sometimes by others, and known with a greater or le3S degree of consciousness by 'allowances from the Veterans Administration. H~~eier-;-.-if~ vet.er.a n ~~rns -rriore than $11 O themselves. " Superficial flashes do indeed hang on the side, then. his subsistence allowance is cut upon him for form; but observe his inward ! n proportion, Lucius C. Bryan, VA training character.'' . i i bfficer at the college, explained. Recent legislaThe play is preoccupied with life lived so ~ion provid_s that · a · ve-teran shall not receive "tb<it action and ,rdlection go on simultaneous! y, e -~!-~~~~.es_-a.1:1.~~~i~-~~~.. ~f__mor_e ___ than under conditions of high concentration, illum- �Page 14 ST. JOHN ' S inating and stimulating each other, and ultimately it is the reflections that are of main interest: the interplay of thought , the meeting of mind and mind in the double and simultaneous expression of action and reflection. The true plot of the play is not the events which proceed upon the surface and are flung off, as it were, as a casual expression, but the progress of the minds of the central figures toward deeper and de eper self-knowledge in the moments of intensest suffering and crisis, most of all in the moment of death, when the characters are held suspended, with their looks cast back over life. The criminal madman Ferdinand will "affect high pleasures beyond death ," but those who speak more steadily take leave far otherwise: ''We are merely the stars tennisballs, struck and banded whcih way please them," "pleasure of life" is only "the good hours of an ague ;" the Cardinal would be "laid by and never thought of," and for Bosola there is only a mist. The stress of the tragedy is almost unrelieved, and the reliefs are but masks. Again and agairi after a tempest of rage, the rushing together of two whirlwinds , there is a sudden pause; the speech that follows seems barely audible by contrast with the thundering passions that have passed, but it falls into the silence with incalculable pathos, solemnity or awe . It may be brief : as when Ferdinand moves unnoticing through a crowd of courtiers, his mind turned inward upon the thought " Strangling is a very quiet death, " or when the Carlina!, burdened with the deed that has driven Ferdinand mad, gives no sign, save that he is "puzzled in a question about hell, " and sees in the fish pond in his garden "A thing armed with a rake. " In the White Devil, there is a brief scene where the child Giovanni enters to his uncle with news of his mother's death, hard upon the violent tumult of the trial scene: GIOVANNI. My sweet mother-IsFRANCESCO: How? When? GIO. : Is there- no yonder-indeed, sir, I'll not tell you, For I shall make you weep. FRAN. : Is dead? GIO.: Do not blame me now , I did not tell you so. LODOVICO: She's dead, my Lord . FRAN. : Dead! · GIO.: What do the dead do, uncle? do they eat, COLLEGE Hear music , go a-hunting, and be merry As we that live? FRAN.: No, coz; they sleep. GIO.: Lord, Lord, that I were dead. I have not slept these six nights . There is the low-toned speech in the midst of tempest, suspending and emphasizing thetragic tension by the half-heard murmurs of a mind moving absorbed upon the path of selfdisc·overy that may lead to madness. " I did her wrong," says Lear in the midst of the Fool's babble. Ferdinand echoes it: " She died young." The play' s imagery is of a hidden country full of macabre and hideous, sometimes obsceneforms. Some of the finest of the images are found with bitterest force in jests, concentrated flashes that illuminate the gloom with devastating revelation. Such laughter as the play calls forth is ,. A deadly cannot that lightens ere it smokes. " -J St.Joh ns Collegian Vol. IX - No. 5 l\NNAPOLIS, WEDNESDAY, DECEMBER 18, 1946 -JOSEPH KILLORIN. WHY \ A VETERANS' ORGANIZATION? Are Veterans people? Political animals? Wild beasts? Do they organize to escape the community or to re-enter it? Should there be a new Veterans' organization. Should there be any at all? Veterans and non-veterans are invited to attack this problem at a roundtable sponsored by the American Veterans Committee . :. King William Room Birth or Death? There was a Bi'rth, certainly, We had evidence and no doubt. I had seen birth and death, But had thought they were different; this Birth was Hard and bitter agony for us, like Death, our death. -from THE JOURNEY OF THE MAGI, T. S. Eliot. WEDNESDAY, DEC. 11 8:00 P. M. i r Price: 10¢ =-=============================================================== (Reprinted with the kind permission of the publishers, Har~ourt, Brace and Co., Inc.) � 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. 14 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVX No. 4 Title A name given to the resource St. John's Collegian, Decemeber 04, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-12-04 Description An account of the resource Vol. LX, No. 4 of the St. John's Collegian. Published on December 4, 1946. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/78cdb3b32ffb4b28e611393f87df2ea4.pdf 105afd901c6d6599d0f434084ecbe12d PDF Text Text Page 14 ST. JOHN ' S COLLEGE inating and stimulating each other, and ultimately it is the reflections that are of main interest: the interplay of thought , the meeting of mind and mind in the double and simultaneous expression of action and reflection. The true plot of the play is not the events which proceed upon the surface and are flung off, as it were, as a casual expression, but the progress of the minds of the central figures toward deeper and deeper self-knowledge in the moments of intensest suffering and crisis , most of all in the moment of death, w h en the characters are held suspended, with their looks cast back over life. The criminal madman Ferdinand will "affect high pleasures beyond death ," but those who speak more steadily take leave far otherwise : ''We are merely the stars tennisballs, struck and banded whcih way please them, " "pleasure of life " is only "the good hours of an ague;" the Cardinal would be "laid by and never thought of," and for Bosola there is only a mist. The stress of the tragedy is almost unrelieved, and the reliefs are but masks. Again and again after a tempest of rage, the rushing together of two whirlwinds , there is a sudden pause ; the speech that follows seems barely audible by contrast with the thundering passions that have passed, but it falls into the silence with incalculable pathos, solemnity or awe. It may be brief: as when Ferdinand moves unnoticing through a crowd of courtiers, his mind turned inward upon the thought " Strangling is a very quiet death, " or when the Carlina!, burdened with the deed that has driven Ferdinand mad, gives no sign, save that he is "puzzled in a question about hell, " and sees in the :fish pond in his garden "A thing armed with a rake." In the White Devil, there is a brief scene where the child Giovanni enters to his uncle with news of his mother's death, hard upon the violent tumult of the trial scene: GIOVANNI. My sweet mother-IsFRANCESCO: How? When? GIO.: Is there- no yonder-indeed, sir, I'll not tell you, For I shall make you weep. FRAN. : Is dead? GIO.: Do not blame me now , I did not tell you so. LODOVICO : She's dead, my Lord. FRAN.: Dead! · GIO.: What do the dead do, uncle·? do they eat, , -. Hear music , go a-hunting, and be merry As we that live? FRAN.: No, coz; they sleep. GIO.: Lord , Lord, that I were dead. I have not slept these six nights . There is the low-toned speech in the midst of tempest, suspending and emphasizing thetragic tension by the half-heard murmurs of a mind moving absorbed upon the path of selfdisc"overy that may lead to madness. "I did her wrong," says Lear in the midst of the Fool's babble. Ferdinand echoes it: " She died young." The play' s imagery is of a hidden country full of macabre and hideous, sometimes obscene forms. Some of the :finest of the images are found with bitterest force in jests, concentrated flashes that illuminate the gloom with devastating revelation. Such laughter as the play calls forth is "A deadly cannot that lightens ere it smokes." -. St. John's Collegian Vol. IX - No. 5 ~NNAPOLIS , WEDNESDAY, DECEMBER 18, 194~ ~~:.. · #-. . . - '--""" -~ - -JOSEPH KILLORIN. WHY \ A VETERANS' ORGANIZATION? Are Veterans people? Political animals? Wild beasts? Do they organize to escape the community or to re-enter it? Should there be a new Veterans' organization. Should there be any at all? Veterans and non-veterans are invited to attack this problem at a roundtable sponsored by the : American Veterans Committee WEDNESDAY, DEC. 11 8:00 P. M. King William Room ' Birth or Death? There was a Bi-rth, certainly, We had evidence and no doubt. I had seen birth and death, But had thought they were different; this Birth was Hard and bitter agony for us, like Death, our death. -from THE JOURNEY OF THE MAGI, T. S. Eliot. (Reprinted with the kind permission of the publishers, Harcourt, Brace and Co., Inc.) Price: 10¢ �Page 2 ST. The Root h Man JOHN'S ST , J.OHN'S COLLEGE Left and Right. T he old terms are no lon ger accurate and the true lines o f oppositio n are not Tolstoi, in a famous essay, asked the ques- drawn between the Left an d the Right, today . tion "What should a man live by?" Our Specific examples of the co ntradictions of these political thinking today tends to rephrase the categories can be cited: it is the Left in France question and ask " What should a man live for?" that is urging press censorship while the Right This shift in the phrasing of the question is the fights for civil liberties ; in this country the L eft con~ern of an essay called The Root Is Man , by and Right have reversed positions in the last Dwight Macdonald. Macdonald 's essay at- two wars; the preamble t o the UAW constitutempts to show that the original choice of tion might well be endorsed by the NAM. w ords was a proper one and, in its closing pages, Instead of these trad itional, no longer offers a partial answer t o the question. Late significant terms Macdonald sees a basic social in his paper the author says " My purpose in conflict today between "Radicals" (see the quowriting this article is to find a basis for political tation from Marx) and " Progressives." These action. " Because of limited space, this review terms, he believes, will clarify the oppositions will give only cursory attention to the bulk of and render the issues more intelligible. T he the article in order to examine at some length alignment of parties is really expressed by these the thesis that Macdonald :finally proposes. rather than the old Left-Right categories. A Radical is one who rejects the Concept of The title of the essay is from Marx : " To be radical is to grasp the matter by its root. Now Progress (of which more later), who retains the root for mankind is man himself. " Because a scepticism about the goodness of scientific Marx inevitably looms large on the political · progress and who evaluates political action by horizon and because this article represents its its immediate ethical content rather than with author 's apostasy from Marxism as w ell as his respect to some end that lies in a dubious future. new credo . . for these reasons a great deal of According to Macdonald, who considers himself a Radical, "We believe that the firmes t attention is given to Marxism. ground for human liberation .. .. is the ground Macdonald rejects Marxism because at least not of history but of those non-historical absotwo historical realities seem to him to condemn lute values (truth, justice, love, etc.) which it. First, if Marx is " true" capitalism should be M arx made unfashionable among Socialists." historically decadent and socialism should be The Progressive, on the other hand, measrising in its place. While the former of these ures his actions by his goal, which is somewhere predictions is possibly being fulfilled, the Marxian consequences do not materialize. Instead, in the future . He thinks more in terms of hiscapitalism's successor, if indeed there is only tor ical process than of moral values. He thinks one, is something called Bureaucratic Collectiv- that the solution of human problems lies largely ism, a social form that does not fit M arx's his- in the furthe r application of scientific knowltr-rical pattern . It is not pro gress , in human edge an d this scientific knowledge is good in terms; rather, it is regression . Says Macdonald, itself. This group includes bedfellows as ap" the operation is a success but the patient is parentl y far apart as New Dealers and Trotskyists. dying ." The Radical acts from ethical principles, beSecondly, even where the frame w ork of lieving that man is both good and evil. He bem odern society t ends toward Marxist institu- lieves that there is always a tragic (in the Greek tions (e.g. Russia ) Marx's ethical content does sense) element in man 's fate and that ethics cannot accompany it. There is a fatal ambiguity not be grounded in science. The Progressi~e ~s in Marx , for the institutions and ethics that a scientific monist and acts on historical princiMarx expected to emerge as correlative do not ples , from a conviction of historical progress. d appear to be so. The collective · state of today Under the heading ' 'Scientific Method an. is totalitarian and bureaucratic, and the pro- Value Judgment'. ' Macdonald reaches what 18 letariat finds its lot · l.ittle improved. · the cruci~l split between the Radical a.nd th~ 0 The ambiguity that manifests itself in Progressive. . This is really the subJect d Marxism appears also in the confusion and con- Tolstoi's question ; it is the problem of how an tradictions that arise from the conventional on what we base our ethics. F or the Progresdistinction between liberal and conservative, sive, value judgments are based on science; scientific action is ethical action and our ends are scien tifically knowable, the means scientifically determined . Macdonald denies this and directs his reply at th e. for him, chief proponents of the Progressivist position, Marx and Dewey. His conclusion is that ethics (value judgment) must be non-scientific, i.e., philosophic. In what seems to me the climax of the essay he says: ''Th e trick in living seems to me to be precisely to reject all complete and well rounded solutions and to live in a continual state of tension and contradiction which reflects the.real riature of man's existence. Not the object at rest , but the gyroscope, which harmonizes without destroying the contradictory forces of motion and inertia, should be our model .... the attempt to give values either a religious or a scientific turn seems to me an attempt to objectify what is a subjective, personal, even arbitrary process. I think each man's values come from intuitions which are peculiar to himself and yet . . strike common chords .. . . in other people 's consciences." This is certainly the most controversial point Macdonald has yet raised in his essay and the one upon which his whole argument hinges. His objections to the scientific approach to ethics are a great deal stronger than his counterproposal. And , although he rejects religion as a source for values, his "common chords" has the se~d s of religion nascent in it. Certainly, as an epistemology , this is inadequate but that does not invalidate it ; a long and sound tradition can support him. The denial of science as a basis for social action leads directly to a denial of what Macdon ::i.ld calls the Idea of Progress. He emphasizes that he has not denied the utility or the value of science; he has only limited its ~ope and shown what it is not capable of. bu~ the Progressive, " the believer in Progress," . el~eves that there is only one world and that It IS. access1 e to and conquerable by science. 'bl A S ~ain , however, history supplies the refutation. · · · t cience has 1 d us to mstltut1ons and to ma. e ' . t erial pow er for w h ic h it cannot supply the con1 We are told that an application of science s. o our b eh av1or w1 give us means to control . ·11 . 0 Ur envir b ut we see historically that all . . '\V • onment e ach1ev · &oori "r e. is means . that can be utilized for ev1.1 , as we. choose.. . Our ultimate wel-. /0 COLLEGE Page 3 fare depends on a non-scientific fa ctor, the ethical behavior of men. A further refutation of the idea of historical progress lies in the impossibility of showing such a progress in the arts. The art and literature of the Greeks are as mature , if not more mature than our own. Homer's Iliad, interpreted as a poem of force, of the evanescence of power, is for Macdonald an incomparably more mature consideration of war than we can achieve today. Based on his conclusions as to ethical judgement and his consequent deniel of historical progress, the last two sections of Macdonald's essay offer a new proposition. This proposit ion he considers under two heads : "Toward a New Concept of Political Action" and " Five Characteristics of a Radical. " There is no " bow to" quality in his proposal, no neatly packaged formula , no :final answer . But it points an alternative to the kind of political Jc tio n that is being practiced by "liberals" toda y, one that is real and positive. Though it • offers no cureall and promises no pot of gold , neither is it aimed at some ever-retreating rainbow 's end. One must, however, go about a discussion of it negatively, that is by saying what it is not. A recent Collegian article stated that " Democracy's need for popular pressure groups has b een evident for some time. " This need , and its "evident " clarity, MacDonald denies. Mass action is not valid social action . This is so because of the nature of ethics as individual. dynamic judgement and also because of a further phenomenon discussed by Marx in his theor y of Alienation. It is called Reification, or deification of the thing and it occurs when forces or institutions that we create begin to control us instead of our controlling them. It is described by Marx as the estrangement of man from his own nature by the social forces he generates. Statism, the corporate entity, and some of our industrial institutions, are examples. This principle invalidates mass action, for the individual is as estranged from , as powerless vis-a-vis the trade union or pressure group as he is in the atomic energy plant (or as Steinbec.k' s Okies were against the impersonal, mysterious bank that took their land) . The alienating mass a<;:tion force can assume the mask of ~_' the Common Good" or the AVC as well as ~?rn obvi1:msly sinister guises. �l?age 4 ST. JOHN ' S COLLEGE There is no attempt to demonstrate the inevitability of this process but if ethics are an individual, dialectical problem it is obviously impossible for me to make the judgement: it is good for me to delegate my ethical judgement and authority to this group (or State or committee ). This would again be mal5.ing an impersonal matter of ethics. It would again be saying that the decision as to proper action is not an individual concern but can be delegated. It assumes that th e ends are k now n and tha t the means are a problem for science, not personal ethics. Having reached this position, Macdonald is willing to follow out the consequences and de- · fine the Radical program in terms of it. " This . . depends on people en te ring into direct personal relations with each others , which in turn means that political and economic units of society ( workships, exchange of goods, political institutions ) are small enough to allow the participant to understand them and to make his individ ual influence felt . If effective wars cannot be fought by groups the size of the N ew England town meeting, and I take it they cannot , this is one more reason for giving up wa r (rather than the to w n meeting ). If automobiles cannot be made efficiently by small factories, then let us make them inefficient! y . If scientific research would be hampered in a small unit society then let us by all means hamper it. Said the young Marx . 'For Hegel, the starting point is the State. In a democracy , the star ting point is man . . man is not made for the law, but the law is made for men'." Macdona ld 's Radical would h ave as a minimum , these general ideas: that war is alw ays and absolutely w rong and therefore that h o Radical w ould condone it or take p ar t; t hat coercion , w hether by the State or a revolutionary party , is w rong and should be opposed by individual, non- violent means including refusal to submit to authority ; finally , th at any ideology wh ich requires sacrifice of the present in favor of the future (and with justification by the fu t ure ) is to be viewed with suspicion . These are contestable points and present some tremendous problems. The first and last might easily conflict: the latter is at best vague, since ' 'viewing with suspicion" is a rather dark suggestion. Also, coercion by the state is inevitable in society and how the Radical is to judge of its rightness is unclear. This problem goes back to Socrates and Antigone but that doesn't make it any less difficult. For the Radical, Socialism is to be an ethical matter. It is a guide for his individual action not a revolutionary program and its value and reality depend on its influence on him, not on how many people want it at any given time. The Radical acts according to belief and acts as an individual, lik ethe few atomic scientists who refused to work on the bomb from personal conviction. Finally, the Radical will think in human, not class terms and will make judgements about people, not classes. He will concern himself with telling truth not with how many people he tells. Macdonald sums up the characteristics of a Radical under five heads : I . Negativism .2. Unrealism 3. Moderation 4 . Smallness 5. Self-ishness I can do no more than glance at these five characteristics briefly. Negativism is such in contrast to the Progrecsive' s action, which supposes that action, in mass form, constitutes positivism. But if we agree with the Radical that mass action is fundamentally meaningless and that progress is not so clear a process, then the Progressive' s positivism becomes questionable. Similarly , the unrealism of the Radical contrasts with his opponent 's realism, which is based on the assumption that the choice of actions he has made is· a real choice. For the Radical , there is no such choice, since the Progressive ' s action is inevitably of the kind he thinks he is opposing , differing only in appearance . To suppress race preju dice by force is as unrealistic as to fost er .it. So this realism is more of a phantasm tha n the Radical 's unrealism, which is meaningful and positive though perhaps not sensat ional. T he R adical' s moderation and smallness go back to Greek precedent, and to some metaph ysical assumptions about man. Here again. we must inspect carefully the notions of progress and the practical, for if we deny progress to be an historical reality and if our idea of the practical is tempered by an idea of necessity, of the limitations and weaknesses of man, moderation and smallness become meaningful. It is perhaps pertinent, Macdonald suggests, that the Greeks though it more practical to discuss the good life than to build sewers. The Radicals, ST. JOHN'S then , shuns curealls a~d admits that some questions must be left unanswered because of their natures , rather than answered in some all-inclusive system whose chief virtue is its scope. Again, smallness is a Radical characteristic because the Radical believes that truly effective and truly ethical action must be small, that is individual. Mass action may achieve results, but they are just that . . . results. They "get somewhere" but the somewhere has nothing to do with where people want to go . Self-ishness is simply another way of statina the essay's title, "The Root Is Man. " For, if ~his is so, each man must act for himself and by himself and his decision must consider what is good for him and to him. The only way man can preserve his dignity and individuality is to act as an individual and not to become a umt rn a mass. But the proposition is not self revealing. Its meaning is contained in the whole essay and the whole essay is talking about just this. COLLEGE Page 5 of action which they cannot fully approve and which, of course, are mass actions. For all its weaknesses (and it has many that could be pointed out ) Macdonald's essay seems to me admirable and important for it doubts, denies and attacks what we today are accustomed to accept, assume and ignore. It is true that his alternative faces some powerful objections. He raises formidable questions concerning our ethics, the conflict between the individual and social necessity, the ramifications of technical efficiency; questions that are numerous and inevitable. But he seems to me to offer no new problems more difficult and to suggest no new course more unrealistic or impractical than the one we are following today. -WILLIAM BRUBECK. ---0,____ _ Letter From A Displaced Person I should like to have space and ability to They built a prison on the island's edge for us-sharks and surf on one side, present this argument more lucidly and with a jungle on the other. more justice to its merits. I have attempted here The walls that prison us protect them to review as briefly and as essentially as possifrom the strangling sea and vines ble the thesis that is being presented. It is a revolutionary thesis but it is not a new one. It and prison them. They sprawl in the courtyard, drunk. is present in our culture in ideas that go back to the time of Plato. Its elements are rooted throughout our history. But it is revolutionary In the court grass cracks the floor now because our thinking has gone so far in And we shall see other directions. We have given up the dignity From the windows we can see of the individual for the dignities of Science and the ocean eat at the under shore the group. Locke and Hobbes , in different And we shall see the prison be ways, seem to me to have made decisive contrib- Water seeps in the lower cells, roots utions to this trend. Now we suppose that we coil around and crush the sunken stones , know where to go and what to do, that these vines tear the mortar from the walls are common knowledge or can be determined if And we shall see the prison be we get enough people rounded 'u p. We suppose a rubble at the roots of trees that our job is only to implement these ends via and this they know. They watch mass action in its many forms and that the the prison fall, they watch us sidelong, means are significant only in terms of the ends. • while we watch the prison fall , curse and beat us, get drunk and sing This is an unrealistic and " idealistic" doctrine, but we have already considered what such Words may mean. It does not hold out hope while we watch, for a brave new world just around the corner hut it seems to me to off er a basis for intelligiGrass grows ble, good · human behavior now. It may have the ocean rubs the wall no mass appeal, but there are people who might and grains of stone fall. accept it and approve it who are probably now -GENE THORNTON. faltering and wavering in one or several courses �ST. J!O:HiN' S CO i..·,L E -G ·EPage 6 ST. JOHN'S COLLEGE On The Dark Night Mystical theology is the science of Christian that is, the investigation of how the soul must act under the influences of faith, hope, and charity in relation to its final object of complete and loving union with God; Of necessity it must include as its sub-division the science of ascetical theology, which treats solely of the psychological aspect of the ascent to God, concerning itself with the various conditions of the soul passing to perfection. The writings of St. John of the Cross, when properly arranged, comprise the most acute descriptive exposition of these two sciences recorded of Christian experience. ~.thics, The largest and most important study of St. John is the treatise known as " The Ascent of Mount Carmel;". -the "Dark Night of the Soul" being, in fact if not in intention, that fourth book of the " Ascent" which was to treat of passive pugation. The treatise presents a remarkable · outline of Christian perfection from the point at which the soul first seeks to rise from the earth and soar upwards towards union with God. As an ascetic treatise it is noteworthy for its detailed psychological analysis; as a contribution to mystical theology, for the skill with which it treats the most complicated and delicate questions concerning the Mystic Way. St. John pays close attention to the early stages of the mystical life, beyond which many never pass, and he gives the primacy to prayer as a means of attaining perfection. Prayer, for St. John, is no mere exercise made up of petition and meditation, but a complete spiritual life which brings in its train all the virtues, increases all the soul's potentialities, and ultimately leads to transformation in God through love. St. John of the Cross assumes his reader to be familiar with the rudiments of the spiritual life and therefore omits detailed description of the most elementary of the exercises incumbent upon all Christians. In order to reach the Union of Light, the soul must pass through the Dark Night-that is to say, through a series of purifications, during which it is walking, as it were, through a tunnel of impenetrable oh$cur· ity, and from which it emerges to enjoy the Divine intimacy. Through this obscurity the thread which guides the soul is that of "emptiness" or "negation." Only by voiding ourselves of all that is not God can we attain to the possession of God, " for creature love is darkness, while God is light, so that from any human heart one of the two cannot fail to drive out the other." The soul, according to the Saint's psychology, is made up of interior and exterior senses and of the faculties. All these . must be free from creature impurities in order to be p~e ­ pared for Divine union. The necessary selfemptying may be accomplished in two ways: by our own efforts, with the habitual aid of grace, and by the action of God exclusively, in which the individual has no part whatsoever. Following this order, the ascent is divided into two parts, wnich deal respectively with the "active" night and the "passive." Since the soul must be purified in its entirety, the Active Night is logically divided into the Night of Sense and the Night of the Spirit; a similar division is observed in treating of the Passive Night. The experience of the first Dark Night is a ·dryness and utter lack of consolation and pleasure in anything mixed with the senses, even those perceptions of God which are sensual, by which the hand of grace leads the soul to contemplation which is "acid and insipid to sense," thereby effecting the Purgation of the Senses. The second Night , which occurs after a period of illumination and joy, and to which only the advanced aspire, is likewise accomplished through a blanketing of the faculties of the memory, the will, and the understanding, issuing in the ineffability of perfect union. Devoid of purpose, grace or effective purgation the Dark Night can also occur on a natural plane. The soul is hardened to the charms of sense, the intellect is turmoil and the will paralized. The soul settles in an indeterminable anxiety. " In the Dark Night it is always three o'clock in the morning." Without "the light which burned in my heart" the way out is probably impossible of discovery. Perhaps there is none. It is difficult to understand Mr. Eslick's reasons for failing to present in his lecture a more detailed description of the psychology of the Dark Night which, properly speaking, was the subject under consideration. He may have fel t that a simple outline of the Mystic Way and an investigation of its relation to the life of reason. ·n classic terms, of more value for presentation. perhaps, however, his lecture may . serve as _an introduction to a more acute and comprehensive study :of the subject in the future. ··-J.O. " ! ·...... : ·commentary From Limbo; On . · The Soul's Dark Night . My pen is unsteady in my hand, my touch w~ak on the typewriter (or what you .will) for I -am wqun~ed and thrust unfairly before a ha~sh premature tribunal. The balm of the Dark Night is denied my soul; my strongest efforts upward. are condemned with the brand of vanity; I am denied love, both my own and any. for me. You tell me that as I am I must wither before dying, and my dryness be eternally pained after death by a hungry fire justly due me. · ·· But the infinite mercy of my kind and lovely judge allows me one road of escape, for He is also my Shepherd who covets His flock. I may e ~ter His •. good grace by loving His just harsh' ness ; ·t ~ay find Him by destroying all that I think I am, for I am not thought to be anything. · Yet that way is closed too, for one cannot guide oneself over it; it requires the Shephe~d ag~in. If He ch9oses not to come, death by its wayside is death unblessed. · 1 can still, however, from my cursed corner, shout th. t I am ill-treated, that unfair advanta age is taken of me. Since I am not of your fort unate lot, I cannot conceive the glories of it; I ·caii not, you keep reminding me, possibly know the strength with which you speak, for I am so distant from the source of that strength. Neverthele~s. to me your strength is nothing. If I cannot see into it I cannot know it as strength at all; and thus all your judgments of me fall short of my heart since I do not know the judge. Consequently I am free of that pain which accompanies your glory ;- I have not sinned against Him who is nothing to me. I am free to build heaven alone for I am free of your chain of sins. · cannot hear the tolling of your bell, since 1 it tolls not for me ;- it tolls only for you wl!o hear it. A Nous La Li be rte Fortune, an alert magazine of American business and industry, presents in the November issue (received by the Library) an article Pagt. 7 powerfully charged with hope for ·the hopeful, despair for the .desperate, and wonder for the philosophic. Entitled "Machines Without Men," the article is a preliminary statement of ideas of two young Canadian physicists, E. W. Leaver and J. J. Brown. Their thesis: The modern factory could well be both automatic and flexible, .inasmuch as all the required elements now exist in reasonably efficient form; available and in use are hundreds of electronic devices able to do faster, better, and continuously everything done by a workman. Presently, however, these devices are merely attached as accessories to the familiar types of man-operated, semi-automatic production machines; their integration into one coherent unified structure is· opposed by an archaic philosophy of design which thinks of a machine in term of its product rather than its function. The effects of a shift in thinking will constitute another Industrial Revolution. An ·Anglo-Saxon tendency to restrict interest to practical , results underlies the 18th Century philosophy of design which keeps in view specific product •rather than formal operations; thus, the. machi11e being built around its product, any radical change in product necessitates a radi- · cal . change in mp.c.hine. The consequence has been a diversion of industry far from a rational line of development in production machinery into an increasingly uneconomic and rigid · specialization. The twin crises of conversion and reconversion; the scrapping of highly complex and expensive production machinery when the particular product for which it was built becomes obsolete, or is no longer needed or desired; concerted. resistance by industry to innovation because .of unrealized investment in established machinery; the artificial market, the growth of advertising, and the limitation of improvements to gadgetry and super-refinements; these are some of the more apparent current symptoms of the root disease. As a remedy the authors propose an entirely new concept of machine design, based on the assumption that all manufacturing operations can be considered as variations on a few basic functions (e.g., transport, fabrication, holding), for the. performance of each of which, if properly analyzed, a standard unit can be packaged. In this view, any product, or part, is seen as the result of a certain combination of these basic operations performed: in a certain order to a certain degree. ·· Thus the production machine �ST. COLLEGE Page 9 ~·onceive9 'as b.a'Ck ;o~r . the pickup' head and the machine re· commences, ~the cidentical operations. ·Different finished. < :parts:·. which; pass without rejection through their .t espeitive. photo . . electric inspectionzdet~et-0rs, go on by conveyors to hierarchies of assembly machines.,...ea!;Ji-controlled by its own record and electro:ni~ triad; and the whole factory is integrated , y orie master record and b master coritrol · trio. · If ·· an impro.v ement or change in . product. is desired, new punch cards The linkage Of basic units ant:t''their har- ate :designed and ·substituted for the old ' in the record players. Teams of technicians n:ionious cooperation is made possible "by " use series of the theory of the human understanding whiCh then rearrange and reconnect the easily detachlimits the totality of the intellect within the able arid: interchangeable units of production acphysiological system as sensation, reflection: · cordingly; · and 'another run of the new product hegins. ·· and reaction, under which the various electronic . Such is the . automatic and flexible factory. controls .developed during the war may be uni..: fied ind related·, by easy analogy. Correspond- Machines, not · men, are regimented therein; theingly. these confrols can be neatly grouped un- human working force will be confined 'to a sm'all f der three main fiea'dings: information, collation, group o. management and technical personnel. and operational controls. Under the first fall Their. occupation, beyond the usual policy' desuch· things as photo-electric :cells, gas detectors, cisions, will be the control and distribution ' ~f · microphones, electric micrometers, and thermo- power. . Imagine a bank of automatic machines couples; under the second, electronic calculators; adjoin~d to a modern hydro-electric plant: the , and .uhder the third; electric circuits and motors. automatic factory might look something like Their nature and relation becomes clearer on that. An economy making full use of such a -consideration of . these controls · at work, say production machinery will constitute 'a n entirely ·. ' .. · in the production of a single part by one com- new industrial order. .. The authors and edito~s freat brqadly a few posite machine. The specifications of this part, in terms of the number, order , duration, and di- of. the outstanding implications. Regarding the rection of the basic · manufacturing motions to drastic devaluation of unskilled human labor, be performed by each of the basic units; must they sugges·t that since such machines ·will be first be deduced from blueprint drawings . They feasible only where there is a mass market, there a must then be transl~ted to· a punch card, per- rriust be a continued maintenanq of · large .and forated tape, "piano roll ," ·o r other such record- re'asonabl y solvent wage-earning population; ing media. This record , passed over a pickup therefore, there must be no overall'reduction in head in a master record-player, sends out im- the size of the labor. force. Th~s, the new pulses of a degree determined by the size or machines will force society to fi~d a better use shape of the perforations and over a circuit de- for men, than as mechanical operators of ma· termined by the position of the perforations. chines. \yitn respect to short-term unemployThese impulses are received by the collation con- ment problems, the first and happiest uses of the trol on that circuit, which simultaneously com..: auton~atiCmachines may be invited by the severe pares them with the impulses it is contimiously manpower shortages of the backward and hazreceiving from its information control , and im- ardous industries. Decentralization and regional mediatel.y translates their difference into · im- development, something currently suggested pulses demanding the proper power outputs from both as an economic remedy and a military its operation control, which is linked directly to nec_essity, may be meaningful and possible tht1 basic manufacturing unit, resulting in .the through the new philosophy of design. The article merits universal attention: it desired operation by that unit. Since each .basic uni,t Df the composite machine bas its own trio affords a dazzling interplay of thought and of controls, the master record-player . may · call phenomena past, present, and future. Those for any one operation singly or any necessary who :care to read .it may therein be reminded of. number possible simultaneously. When the part among niany other things, the Cartesian Revoluis completed, the record , being continuous, comes . . tion; Plato's '" Science of Sciences;" counterpoint is JOHN'S an aggregate of.several such small , electrically linked :art.d coordinated: to single ·machine capable of producing . any given part. The factory · then beC.omes .:a· gro:il p of many ·s,u ch · compo~ite II\achines; ; each tui.n ing .out a partit'u lar .p art, and s<ll linked elec.,. ' triaally and ,joined b)r'. conveyor qelts ·as to feed their part in the proper sequence irito· biie. grand:" assembly niachin~; ·from which issues · the comr- · pleted product; · , Lr.:. b~sic units co~·pose:, a of to atomic energy; Marxist doctr!ne on the role of me<ins of production as determinants of cultural forms; Christian doctrine of God's infinite love. -R .0. DAVIS. - -- 1 0 - - - THE FINE ARTS Film And Novel Only a few of the spectators at the recent showing of Pierre Chenal's Crime et Chatiment tittered , and then only at the start of the picture. This proves, in the most concrete way, the film's excellence. For we who composed its audience are bred to such beliefs as: After all, nobody can make you do anything you don't want to do, and, A man's a fool to put himself out for anything but money or women, and, You haven't committed a crime unless they've got the goods on you. These beliefs are so intwined in our attitudes that , though they are belied at some time in the experience of every one of us and held false by all of us who have thought on them, we still use them, almost instinctive! y, as shields against the forces of fate, conscience and belief. And when a picture is presented of a man driven to commit a crime for an idea and to accept his punishment , we seize on any grotesqueness in the presentation-a high hat, a set, manic face-to laugh at, in order to laugh away the forces we fear to recognize. When the presentation-the ensemble of script, decor , photography and acting-is so good that it cuts throug h our defenses as a knife through butter and forces even a temporary recognition of the terrible, then we may be sure the film has succeeded as a work of art. How well Crime et Chatiment succeeds as a film translation of Dostoevsky's novel is , however, another question, which immediately raises still others, such as : Can a work of art conceived in one medium be translated into another? and, If so , by what standard do we judge of the success of the translation? Compared to painting or music, the art of the cinema and the art of the novel seem almost identical; but compared to each other, they reveal their great difference. Both are storytelling arts, but one tells its story with moving pictures, spoken words and music, and the other With read words alone. This difference in ~edium imposes differing restrictions on the artist; he can say things with pictures that he cannot say with words. and vice versa. Dostoev- sky can, by writing out the thoughts of his hero, reveal the conscious motivation and internal struggle which lead his hero to murder, and even, by implication, or by speaking in his own voice, suggest or state the unconscious motivation and the inner conflicts of which even Raskolnikou is unaware. · But Dostoevsky cannot make us see Raskolnikou's face as he saw it. In a novel this is not important; we know more about Raskolnikov by being told what he thinks than we ever could by seeing his face. A film, on the other hand, cannot tells us what Raskolnikov thinks, but it can show us his face in action, from which we can learn about him as much as, and no more than, we can learn about people we know "in real life"-with this difference, to be sure, that we can seldom be sure what actions of the people we know are significant, whereas we can assume that in a good movie all actions are significant. The ·movies, then, have this advantage over the novel, that the immediate impression they make is more lifelike than the novel's. This difference of medium means simply that the film cannot convey to the audience all that the novel can to the reader, and though it adds something of its own which the novel lacks, this something is not so important as what is necessarily omitted. However if the film tells the same story within the limitations of its medium, and ·as well as the possibilities of its medium allow; that is, if it forces on us the same recognition that the novel does, the translation has been as successful as translation can ever be. It seems to me that the Chenal version of Crime and Punishment fails as a translation of Dostoevsky's novel, because it does not tell the same story, and because it does not force on us the same recognition. The action in the novel is given meaning by the thoughts of Raskolnikov, and though much of its subtlety and complexity is lost in translation, its main l'. nes are still clear enough in the film. I refer to the psychological action ; for example, in the scenes between Raskolnikou (Pierre Blanchar) and the police inspector Porfiry Petrovitch (Harry Baur) where, in the movie as in the novel , the shifts and changes in Raskolnikov's tense and morbid relati0n to Por firy come through clearly-in the novel due to Dostoevsky's skill .in describing Raskolnikov' s state of mind, in the movie due to the fine act~ ing and directing of the scenes. However, the moral action which in the novel illuminates and �Page 10 ST. JOHN'S COLLEGE informs the psychological action is not ob jecti- European story of a man who, after commitfied as well in the movie, particularly at the end, ting a crime against society, is trapped and where the quasi-religious calm and happiness killed. It fails as a translation by making this which Raskolnikov finds in Sonia's love and the shift , and to a certain extent fails even as a work expiation of his guilt is altogether lacking, and · of art by not making the shift completely, for we only see Sonia trudging across some uncon- though the death-like ending belongs to the vincing snow. It seems almost that the mak- European story, the unconvincing motives of ers of the film were embarrassed by the un- the murder belong to neither, being an unsucFrench exaltation and resignation of the last cessful compromise between the Russian and the pages of the Russian novel, and decided to wash European. their hands of the whole silly business. This is -GENE THORNTON. a clue ; and when we compare the total effect of the stories told by the film and · novel, we see that in filming a subtle but profound shift in the moral meaning of the original story, and in the How To Attend A Movie story itself, has taken place. I shall try to describe that shift. This is directed to all those overly conIt is clear from the book that Raskolnikov scientious St. Johnnies who "feel guilty" every justified his murder of Alyona luanovna by his time they find themselves "unwillingly" at the theory of the amorality of the deeds of a Great local cinema and to all those charming, arty Man, and that he murdered her to prove to him- campusites who "feel guilty" when they do anyself that h.e was a Great Man, but the scene in thing but cinemize, or some like ethereal occuwhich this is indicated in the film is brief and pation. I realize that such brutal assault can embarrassing. We are almost justified in laugh- not hope to avoid the wrath of all Manicheans ing at it on aesthetic grounds, for this motive and all the "art boys" on the campus ; so, at doesn't seem real enough to cause a murder, and the outset, I say, 'Tm only kiddin'." we are carried through the scene only by the Some sage or scholar might find three ways force of the battle of nerves between Porfiry and to look at the weekly (or daily) sojourn to the Raskolnikov. Now, underlying this conscious cinema. Ways one and two appear most difmotivation, there is in the book the peculiarly ferent yet are very similar. The third way, the Dostoievskian need for throwing off the ideol- mean between the others, is in good Aristotelian ogy of Europe, by violence or even self-destruc- terms, " the path of virtue." First, we have the tion. The story of Raskolnikov' s need to prove perennial, serious, philosophic, scholar who his idea one way or the other, his deep sense of thinks " movies" a complete waste of time since its wrongness before the murder, and his grad- they are unrelated to everything else he does, ual recognition of its wrongness after the mur- but who goes anyway. Then, we have the der, is the story of the novel, and Porfiry be- true fine artist who revels in whatever he sees, comes more than just an extremely subtle and while he is seeing it, and who cannot be bothskillful police inspector; he is the completely un- ered about connections between things. He idealistic but extremely intelligent person whose goes to the " movies" to glory in emotion and very existence shatters the faith of the idealistic in beauty. Like his Manichean brother, he :finds student and allows his bloody conscience to rise the cinema articulately unconnected with the free from the chains of his obsession and convict rest of his life. him. This accounts for the strange liking we T here is another way to attend the cinema. have for him, for he is the immediate cause of Go, catch the plot (rather than the art lover'~ Raskolnikov' s sal va ti on. spectacle) , or if you find "no plot to catch,' The film , then-by failing to make clear impose one of your own on the sequence of Raskolnikov's obsession, the salvation which events. This might be a performance in the follows its destruction, and the quasi-religious liberal arts. Your success would be measured atmosphere in which these exist,--changes the by the resulting intelligibility and confusion of nineteenth century Russian story of a young the picture . If the picture is not articulatelY, man who, freed from devilish ·philosophy of intelligible and in its intelligibility "confusing, Europe , finds God, to the twentieth century you (if not Hollywood) have failed. Since ST. JOHN ' S COLLEGE movies , if nothing else, present stories that can b seen in some hour's time, you have pleasant r:lief from the ''drudgery of t~e curriculum". where " insights" are of necessity constantly delayed. To illustrate what I mean:-current with this writing there is at the local cinema a "very bad movie" called, 'Tve Always Loved You." The Manichean will think this picture a complete waste of time. He' ll call_ it, ''.lus~: romantic, sentimental, generally impossible. He is perfectly right. The " art boy" will find a decent musical score, some excellent sets, and some good acting. He is perfectly right. Both are irrelevant. The " plot" of the picture seems at first glance rather simple-minded. A pretty young pianist, Myra Hassman, is tutored by fam~us conductor-pianist Leopold Goranoff, with whom she travels round the world while he is "concertizing. " When Myra's time comes to debut with him at Carnegie, Maestro Goranoff, fearing lest her talents transcend his own, has the orchestra which he is conducting play so loudly that her piano playing becomes almost inaudible. After the concert , he orders her to leave his home. She marries childhood sweetheart, George Sampter, who loves here in spite of the fact that he recognizes her "double allegiance, " to Goranoff and to himself. They have a child who becomes skilled at the piano. When their daughter's time comes to debut at Carnegie, Myra sees Goranoff for the first time since her marriage. She then realizes that she has " always loved her husband." This is the way the picture was summarized in every newspaper and magazine we have read. It is utterly inadequate. The picture's essence is that it presupposes that "knowledge is good" and that for the sake of a "time" at which characters can recognize themselves, any risk, no matter how grea t, is allowable. This is particularly evident in George, the husband, who is anxious that his wife Myra, with whom he has been living happily for many years, to all appearances, should meet Goranoff again; for if she were capable of forsaking him for Goranoff, it would be best for her to know it, even if this knowledge forfeits their home (Myra's and George's) . This seems an extreme Platonic or an Hegelian stand. It is seen also in Anselmo in Don Quixote. George's statements go like this, Page 11 " If I can lose you, that means I've never had you. (Sounds like St. Augustine in the " F.r:e Will. ") So, in order to have Myra face a cnsis with her former music teacher, George has his daughter tutored for an appearance at Carnegie. Myro goes, after twenty years, to Gorano.ff, to get his opinion on her daughter's musical talents. Finally Myra, and not her daughter, appears again at Carnegie with the Maestro again conducting. George when confronted by Myra that be planned all of it (i.e., the daughter's piano lessons, etc.) so that she (Myra) could be faced with the crisis of meeting Goranoff again, gives an answer that sounds very much like a Scott Buchanan statement, " We don ' t deliberately plan things. They fall into place and make their own pattern." At the very end George nearly succumbs to the ultimate temptation of a "man playing God" and almost fails to be at the concert himself. It is his daughter who sees in ;ffect that it is not enough alone that her father should have created this crisis, but that he must recognize his own active role in it. The daughter brings him to the tiers where Myra can see both him and the Maestro while playing. She runs to her husband saying, 'Tve always loved you." The husband offers an enthymem, " And I've always known it." This, however, is only one of the "teaching motifs." Goranoff ' s mother tries to teach her son "what it is to have a pupil transcend you," and general truths about art. Both Goran off's mother and George are alert to the ultimate teaching device-recognition of the shiftness of symbols. Both have their respective pupils (Myra and Leopold) play for them the same piano piece that Myra and Leopold formerly associated with each other. The final scene is masterful. Everybody learns his own lesson; but this is only possible because everybody else does. Finally, we admitted earlier that the movie was romantic, impossible, etc., etc. For our present purposes this is irrelevant. -B . G. HAMMEL. Backwards and Downwards A student, Irving Beagle, enters the Oral Examination room, smiles hopefully, and seats himself. �ST. Instructor No. (raising his head) : " But, Mr . Beagle, aren't you missing the point? Oh, I'm sorry. YOU just came in, didn't you? " Instr. No. 2: " Mr. Beagle, what sameness can you see between Galen and Lucretius, and also what difference? " Beagle: "Well, ah-now let me see. Well -ah. (Pause.) Oh. Let's see. Well , both Galen and Lucretius are published in the Loeb Library Series. That 's a sameness, and as for the difference-well, one has the green binding and the other the red. (This .last part said very quickly and in an almost inaudible whisper.) But I don' t suppose that's exactly what you wanted, was it? " Instr. No. 2 (looking ai a point on the wall slightly above Mr. Beagle' s head) : "Wellno. " Beagle: "Well, another thing. As to the sameness and difference, I could say the following. I didn 't read either of them, so that's a sameness. And as to what 's the difference, that's what I say, 'What's the difference' ." (Here Beagle laughs in a high voice, but stops abruptly when he realizes that he is the only one laughing.) At this point Instr. No. 1 stands up to ask if anyone wants a cup of coffee brought up, but stops in the middle of his sentence when he fully realizes that the other instructors have also arisen and are asking the same question . They all sit down again. Beagle is looking from one instructor to the other trying to catch someone's eye, but all have their gazes averted. There is a minute or two of silence. The sound of a trumpet begins. It is coming from a nearby dormitory and can be heard easily. They listen. Beagle, now desperate, believing that only a masterstroke will save him, stands on his chair and begins to accompany the trumpet in a loud, clear voice. Instr. No . 3 faints. The music stops and Beagle resumes his seat . Instr. No . 1: " Mr. Beagle, don't you think that, in some way, the constantly recurring themes in the movies are commenting on the Constitution? ' ' Beagle: "What constitution? " Instr. No . 1: "The United States Constitution ." Beagle : " Oh, that one. Yes, or r-ather, no. '' Instr. No. 1: "Could you say a little more about that?" Beagle (with a faint , mysterious smile playing about his mouth): " Maybe. I'd rather not say ." Instr. No. 2: "Well , Mr. Beagle, I guess that will be all . (And then ominously) Your time's up. " Beagle leaves room and starts down the stairs, but takes one turn on the stairway too sh arply, and there is a loud splintering as three rungs of the banister give way. As the instructors file by, Beagle, who is pretending he doesn ' t notice them, is trying to squeeze the bro~en rungs back together again. -W. E.H. JOHN'S COLLEGE Once again it is demonstrat:d . that inte~­ oational government is not good 1f its power is . 1es tricted to enforcing peace. There. must be a . un1'form law and ecenomy .and po 1itica 1 struc. . ture throughout the world, 1f lastmg peace is to mean lasting happiness as well. -ALAN MAREMONT. - --*--- Real Estate a la St. John's The appearance of the back campus the last few weeks would provide basis for a rumor that St. John's has incorporated a nurse~y school · to the New Program. The explanation, howlil . s ' ever, is not that simple ; it is th1s- . t. J oh ns has gone into the housing business with all the - - -"'- - headaches that activity entails . The four ersatz brick structures on the back Restatement campus are the culmination of months of con:At this late date there is little new speculapl icated arrangements with the Federal. Public tion left to be done on the subject of world Housing Authority , shortages o~ matenal_s,_ lagovernment. Stringfellow Barr's discussion of bor difficulties, and all the trymg cond1t1ons " America and One World " necessarily resolved characteristic of the times. Some indication of itself into a restatement of the fundamental the wear-and-tear caused by the project to those probl em of peace through international law. in charge can be seen in the expressions of Mr. The focal point of the opening statement Campbell and Tom Fulton when the .P?rase, by the speaker revolved around the text of a "housing unit, " is mentioned. Ongmally speech in the United Nations Assembly by Genplanned to be ready for occup~ncy around the eral Carlos P. Romulo, a delegate from the beginning of the term , the umts saw the first Philippines. He proposes that the constitution families move in during the last days of Novemof the U. N. be amended , to make the Assem' ber. bly a legislative body with power limited to the One evening in October a meeting of the prevention of war. In order to reconcile the prospective villagers was held for the p_urpose ?f larger nations to the loss of their veto, the votdetermining who would have wh1.ch unit . ing power of a particular state would be proLadies were, inhospitably although wisely'. not portioned to its strength in population, natural invited , since the men had learned , especially resources, industrial potential , and other such throuah lamentable shopping expeditions, the fact ors . By means of an international police quarr;lsome and acquisitive nature of the weaker force and inspection system, the Assembly would sex. The six men whose families were found en forc e its laws against aggression and armato be in greatest need of immediate. hous~ng drew ments . lots to determine which of the six umts to be But everyone may not share Romulo ' s horfinished first they would have . In similar fashror of war to the extent of forsakking human ion the others drew for the remaining units. rights in the interests of peace. The execution No sooner had the last nail been pounded o f Romulo' s plan would mean the indefinite into the sheet .rock partitions than six group~ of perpetuation of all the evils now existing in Would-be inhabitants converged upon the buildnon -democratic countries. Since there is no ings, and wl.thin twenty-four hours diapers were provision for interference by the Assembly in flapping gaily on imp~<?vised clothes lines, smoke the internal affairs of the individual countries, Was risina from the chimneys and groups of men except with a view to maintaining peace, the could b; se.en compa'r ing techniques on the p eople, if oppressed, would not even be able to lighting and maintaining nf fires in pot-belly revolt, for lack of arms (due to inspection) and coal stoves. · · opposition from the international police force . In comparison -with' the limited quarters would make such a think impossible. most o( the students -and wives have been en- Page 13 joying, the units are truly spacious. Ea~h has two bedrooms, a living room, bath and kitchen , all of very adequate size. Thus there is the luxury of an extra room to be used as a nursery, study or guest room. For many of the families this is their first real home,- and 'plans for decorating are elaborate enough to interest a professional in the fi~ld. In one unit the floors have been sanded, oiled and waxed to an appearance of great beauty, as floors go, and the walls are to be painted and papered so as to give rooms the maximum effect of size as well as color and charm. In the spring little fences, window boxes, and fl~wer and vegetable gardens will adorn the extenors, relieving the nonaesthetic look of the barracks. Since there are three living units in each building and the structures are far ~rom soun~­ proof, one sometimes has the feel mg .that his neighbors are in the same room that he is ..However ' nothincr breaks the humdrum routme of b • • • housekeeping so much as occasional views mto the life around one, and , on that basis, existence should be anything but dull in the back campus village. . . Many families will be celebratmg Chnstmas in their new homes, so a casual peek into the unit windows will reveal candles, boll Y wreaths, Christmas trees aglow with colored lights , packages, and a group of happy peo~le with the spirit of the season very much alive within them . -M.K.M. ---*--- Sports With the conclusion of sports for 1946, Ju nior 3 moved into undisput ed first place in basketball, as all b ut one game of the first round was completed. The Juniors, paced by ~igh point man Dick Matteson with 115 points, registered wins over each of the other four teams, while the Freshmen, handicapped by the absence of several key men, dropped two games and went into a ·second place tie with JuniorSenior IA. The Fresh men opened up a high scoring ·.barrage ·against ~ J unior-Senior 2B . to win 70,4'8 in the · first ~ame .since our ~ast issue: Frame ' led the Freshmen with 24 pomts, while Short ' and Widder added 12 apiece. Elliott tallied 14 -~nd . Wi1~on 1 for the losers. . i, :. ': Junior 3 gained a 6-point lead over the Soph~·mor~s in .- tpe :first half and held on to it .: io outscore the·' ·Sops 36-30 in a hard fought i �Page 14 S T . J 0 H N ' S· C 0 L L E G E game. Matteson totaled 24 points for the Juniors and Bounds added 10 more, while the Sophomores were led by Moray, Kramer and Wallace with 8 each. Matteson again led Junior 3 to a win over Junior-Senior 2B by a 65-30 count, scoring 31 points. Bounds registered 16 points, while Cave led the losers with 14 points. With their first string lineup complete for the first time, Junior 3 took the measure of the Freshmen 7 4-40, as the Frosh, playing without full strength, dropped their first game of the season. For the Juniors, Matteson scored 31, Bounds 15, Gallup 12 and Terry 10, while Frame totaled 25 and Feinberg 13 for the Freshmen. The Sophomores found their bearings against Junior-Senior 2B to take a 5 6-24 victory, their first of the season. Moray tallied 14 points for the Sophomores, aided by ten points each by Woodward, Wallace and Weinstein. Cave was high point man for the losers, making 13. In the last game, Junior-Senior I A broke into the win column by gaining a hard fought win over the Freshmen 49-31. The Frosh overcame a 20-8 half-time deficit to take a slight edge in the third period, but the JuniorSeniors came back in the final period to win. Schleicher made 20 points for the winners, with 12 each added by Cave and Bauder, while the losers were paced by Thomas with 10 points , Widder with 9 and Logue with 8. In individual scoring, Matteson led the college with 115 points in four games, while Frame, of the Freshmen, was second with a total of 64 in three games. The leading scorers in the first 8 games: Player-Team Games Pts. Matteson-Junior 3 4 115 Frame-Freshmen 3 64 Cave-Junior 1Senior 1 A 4 50 Bounds-Junior 3 4 43 Schleicher-Junior-Senior 1A. 4 42 Widder-Freshmen ... . ... . 3 31 T earn standings on December 8 : W. L. Pts. O.P. Junior 3 4 0 213 127 Jun-Sen IA I I 76 69 Freshmen . . . . . . . . 2 2 187 . 197 Sophomores . . . . . . I 2 111 106 Jun-Sen 2B 0 3 102 191 It was announced recently that the St. John's basketball team, which has already racked up a win and tie with two of the An. rtapolis league members, has caught the eye of one of the town's leading sport enthusiasts and has jonied the league as the Annapolis Sportsman's Center team, sponsored by Eddie Leon. ard. Mr. Leonard, owner of the Sportsman's Center on Conduit street, has equipped the team with white uniforms and blue sweat jackets, and will pay the franchise fee necessary for ad. mission to the league. Although the eight-team league schedules its games regularly on Fridays, the St. John's five will play on Sundays at the Armory, with an admission fee· of 3 0 cents for games. Kamikaze l Enlarging out of the tower of his velocity He'd come, sacred, young we think, and a student, But more a religious man-questionably An ace, or anything of that quality. He may have remembered silken ladies then, Though how in such time there might have been a thought Of anything not of planes in intersection On a curve of space tight as a coffee bean. I don 't know. Thoughts from abroad are so trimmed. We had no dissertation that was not private, No sea story not exclusive wherein The wide gulls disdained to off er legend-. Quite less on the emerging from a cloud Of a foreign expert perhaps wearing a shroud. 11 It having been a case there in the sun Of its being not deadly, not then unmention· able, There was a kind of dull rejoicing done There by the breach in the blue day where the smoke hung. Passive as any marker for a grave And not sparkling like the rest of the world But suitably so uncommunicative As to signify nothing but that some lived. And some died. A death not mourned, though heroic To a Japanese extent, it was celebrated For what it was worth in not being correct In its grand figure of wide fleets all wrecked. These were modest fetes for raging men, The tick of a pulse, the sting of a seasonal sun. . -JOHN SANBORN· t. John's Collegian Vol. LX - No. 6 ANNAPOLIS. WEDNESDAY, JANUARY 29, 1947 The Duchess of Malfi I suppose this play is the most sombre and intense acting tragedy in English except for Shakespeare's very best and perhaps Webster's other great play The White Devil. It seems to me also th e hardest play in English to put on the stage. It is uniquely harrowing and terrible, inexcusably uneven and hardly constructed at all. Its atmosphere of monstrous violence, corruption and catastrophe is unparalleled, b~t it is built up through straggling scenes and m spite of episodes that go beyond dramatic possibility-the "artificial figures" in wax, the madmen and so on. If the King William Players' perfo rmance had not been well done indeed it would have dragged unendurably and so_me of those creations of Webster's humorless mmd would have been received with general merriment. It is not under ordinary circumstances that a dead man's hand can be tossed around in front of an American audience. This audience , however , were more engrossed as the play went on, though if they were not familiar with the text they must have been mystified at various points. I realize that after the intermission many who for one ~ea ­ son or another had aot into the wrong bmld ing were no longer ;resent. Nevertheless there was an increasingly intense interest in the second part that an indifferent production wou~d never have got. I think we are justified m making a strong statement about this performance of Mr. Landau and his associates, namely that it was adequate to a distinguished and very difficult play. We needn 't hesitate to agree that it would have been better if done by a small troupe or ft" . tght of angels. In particular more of it would have been heard. There is an unescapable problem of communication here no matter what you w to do about spectacular variety and flex' . . ~nt tbiiity of position and motion on the stage. 1'he purpose of speaking the lines is first to have the audience hear them, and in this kind of a Play especially , not well known at all and where Price: 10¢ so much of the total effect is obtained by what sort of thing the characters say, it would seem to be important that everybody should be able to hear every line. It also seems to be agreed that that was not the case in ~his performance. Probably an unusual proportion of the total words were inaudible, for one reason or another. Of all the famous lines of the play, for instance. I c::: ~1 c:-:.1c::ib::::: 0:1~ y c ne , Mrs. Bays' s "I am Duchess of Mal£ stiL,' that was treated with tbe rt:spect due it. In addition to the frequent subordination of audibility to stage business, one felt from time to time that some of the players did not steadily have in mind what extraordinary words they were speaking. Bosola' s " Look you, the stars shine still," while audible \Vas hardly more than just another line, andto end this particularized complaining-few in the audience who did not already know it could have aot the most famous line of all, Ferdinand's · 'Cov~r her face ; mine eyes dazzle; she died young ," delivered in a choked voice backstage to the backdrop. That appears to bring up what I understand is the extensively debated matter of Mr. Salinas's per[ormance as l"'erflmanu. This chatacter towers over the others. Webster did more for him than for any of them-more than for the Duchess, who has little to do but suffer, more than for Bosola, who has plenty to do but who is left, in tbe frequent manner of the Jacobeans, unintelligible. The great Calabrian duke is the heart of this play. He is also as hard an acting part as you are likely to find. The director thus is in an unhappy fix at the beginning: he has to count on his Ferdinand's giving a performance beyond the powers of most actors, or realize at the outset that his play is not going to be very successful. (There is no use ever feeling sorry for a director; he has masochistic tendencies .) It seems to me extraordinary that while Mr. Salinas was the chief sinner in the matter of non-communication, not because he bad to be but (as I think) because of failure to realize sufficiently that the quiet is often stronger than the spectacular. the terrible Arragonian brother nevertheless carnc to dreadful life on the � 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. 14 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian Vol. LVX No. 5 Title A name given to the resource St. John's Collegian, December 18, 1946 Date A point or period of time associated with an event in the lifecycle of the resource 1946-12-18 Description An account of the resource Vol. LX, No. 5 of the St. John's Collegian. Published on December 18, 1946. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/909bc36889683560f18dfc876295c037.jpg f822b9ddaa9caa8a89840cc2de4e298c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 17 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0696 Title A name given to the resource Portrait of Lawrence Townsend Description An account of the resource 1 photographic print : b&w Subject The topic of the resource St. John's College (Annapolis, MD) -- Faculty. Portraits Townsend, Lawrence Date A point or period of time associated with an event in the lifecycle of the resource 1946-1949 [circa] Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/00495c5e8d57149e8b00331b758c1079.jpg 38f6d851b42e1175883f898518e3b8a3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0154 Title A name given to the resource Raymond N. Wilburn in Archway outside McDowell Hall, Lower Level, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1946-1951 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Deans. St. John's College (Annapolis, Md.). -- Faculty. Wilburn, Raymond N. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/155877c2eb8d55941ff3d945fbbeb923.jpg a98739dbef4d425885ea31f927e96502 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0157 Title A name given to the resource Raymond N. Wilburn in Archway outside McDowell Hall, Lower Level, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1946-1951 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Deans. St. John's College (Annapolis, Md.). -- Faculty. Wilburn, Raymond N. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/18c632df721c434e911eba8eea558b86.jpg 3d2da2dada5a1c288ee7c5ced2ede589 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0158 Title A name given to the resource Raymond N. Wilburn in Archway outside McDowell Hall, Lower Level, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1946-1951 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Deans. St. John's College (Annapolis, Md.). -- Faculty. Wilburn, Raymond N. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cb41a5c6cc09859f82cc22b61f329e72.pdf 217743c0b3acb0db42a40389e6f55408 PDF Text Text �2 �fJhE 1947 ~t. :John~ CofftjE CONTENTS The Beginning Renaissance The 4 5 8 End The Seniors IO T:he Juniors 20 22 24 26 28 The Sophomores The Freshmen . Faculty and Administration Sports . The Play's The Thing Wine, Women and Song . Words and Music . . Press, Politics and Scripture The New Era . Books and Coffee Directory . . . . .. . 34 36 38 40 42 44 47 Editor: John . C. Smedley; Art Director: Alexander B. Morse; Photography Director: William R.. Ueb; Editorial'Stafj: Gene P. Thornton, William C. Buchanan, Jr., Rogers G. Albritton, William H. Brubeck, P. Albert Frasca, Robert L. Goldberg, John P. Hayden, Michael C. Keane, C. Ferris Maikoffske, William W. Ross, L. Wheaton Smith; Jr., Eugene V. Thau, Robert T . T:hompson, J. Rodney Whetstone, . Warren S. Zeik; Photography Staff: James W. Conrad, Chester P. Hewitt, Harold J. Hyden, H. Harrison Sasscer ; , Senior Portraits: Adams Studio, W ashington. Publisher: H. G. Roebuck and ~on, Baltimore. The Yearbook is published by the Junior Class of St. John's College: JohnS. Kieffer, President; John 0 . Neustadt, Acting Dean; J. Winfree Smith, Assistant Dean; Charles A. Nelson, Assistant to the President; Kent Campbell, Treasu rer; Miriam Strange, Registrar; Charlotte Fletcher, Librarian; Ford K . Brown, Director of Adult Education; J. Oliver Purvis, College Physician; Marian E. Alexander, Dietician ; Edward F. lathrop, Director of Athletics; Archibald McCourt, Superinte nden~ of Buildings and Grounds; Seward and Monde, Auditors. BOARD OF VISITORS · AND GOVERNORS Chairman: Dr. Thomas Parran, Jr., Surgeon General, U. S. Public Health Service; ViceChairman: Francis P. Miller-; Secretary : Richard F. Cleveland; Dr. Amos F. Hutchins, Edwin Warfield, Jr., Paul L. Banfield,· Robert M. Hutchins, Clarence W. Stryker, Harold F. Linder, Hervey Allen, Dr. William ·J_ French, Alexander Meiklejohn, Mark Van Doren, Richard Scofield, John S. Kieffer, William Lentz, :Brig. Gen. Wifliam· C. Purnell. 3 �The Beginning academic regalia, marched from McDowell to Iglehart Hall through an avenue of trees. The monkish robes of the faculty at first seemed inappropriate to the sweltering heat of an American September. Take those things back to Oxford, we thought, and let's wear slacks and bathing suits. But finally we were impressed: this devout and resolute adherance to the ritual was a triumph of Western Civilization over the brutality of the American climate, and the avenue of trees, stately and formal, reminded us of our ancestors at Versailles, of the straight path ahead, and reinforced the sonority of the ritual. The freshmen were introduced and welcomed by Mr. Barr into the Republic of Letters and the college community. Why all the bother? we wanted to ask; they're here, aren't they? But after Mr. Barr pronounced the Convocatum Est, we suddenly felt, despite the heat, that something had begun, not in a straggly, haphazard way, but in a clear-cut willful way. We had done something together, and we bravely proposed to do more. A great deal more willing would be required, but we suddenly believed, despite our usual cynicism, that this time something was going to happen. We had just celebrated the first ritual in a fouryear fertility rite. The past is unruly and ambiguous; when we think we have collected all the facts, and found their order, another fact p0ps up, which will not fit in our pattern, or another order suggests itself, upsetting the former and iJlaying fast and loose with the lessons we have so laboriously extracted from its symmetry. We might well give up history in despair if it were not for one thing: sometimes, when confronted by the inanity of natural events, we have created events according to an artificial order of our own, according to a ritual. Then, in order to recall the past, we have only to remember the ritual, and the past is ordered; remember the ritu~l's meaning, and the past comes to life agam. The greatest ritual man has created is civilization; probably no one but God ever saw its pattern complete. But some few people on the Instruction Committee are said to understand that lesser ritual, the four-year course of instruction at this college; and the purpose of its opening rite, the Convocation of the College, is accessalble to all. The year began to begin when the freshmen assembled in the Great Hall and the upperclassmen assembled on the Quadrangle. The year came closer to beginning when the assembled students, with the faculty in full 4 �Renaissance After nme months of careful deliberation, Mr. Vinson convened the Committee to make the final judgement. An eleven to seven decision was rendered stating "That it would not only be against the interests of St. John's but also against the interests of the nation to allow the acqmsition." There was greater charrr. and meaning to these words than what met the ey{, for these simple words expressed the prestige in which our judges deemed the dignity and importance of the individual. Many of us here at the college made angry exclamations against the inconclusiveness of the decision. It was argued that a more final judgment should have been made -one that would have prevented any future acquisitiun threat. But still many more remembered that no Congress can bind another, and that no institution, regardless of its function or past greatness, can ever be the same as or more important than the common good. A precedent estabiish . ing a particular immunity to the laws would have been as dangerous as the indisc; iminate application of the powers of eminent domain. By the fall term, the anxiety of the preceding three years was non-existent. The student body had mcreased and our academic Interests had become more 1n. tense, which soon caused us to lose awareness of the vitai conflict so recently won. DEATH OF THE OCTOPUS It takes a great deal of time for Congress to make a decision. Sometimes this characteristic does injury ,o the cause of justice, but more usually it provides the opportunity for making sound and lasting judgments. For a period of nine months the college community enjoyed the questionable glo"ry of sporadic national attention. The issue, Project 46o-C, had comt to mean a great deal to many groups of American citizens. Balancing on the scales of justice were two interests: one, the Naval Academy, which in broad terms represented the National Defense; and the other, St. John's College, which ultimate! y represented th.e security of individual rights. The dictates of necessity throughout the war years had made the common good synonymous with military prerogative. So accustomed had the American mind been conditioned to this relationship that the idea of individual freedom became a strange and misunderstood concept. It was on the strength of this confusion that the Naval Academy almost won the deCISIOn. The administration of our college, undaunted by the kind of reaction caused by the failure to acquiesce to the will of a strong government, demanded to be shown why acquisition was necessary for .the national defense. This resistance placed the question of individual rights square! y before the legislative board. The spirit of our defense brought enough pressure to bear on the Naval Affairs Committee .to forestall any immediate acqulSltlOn order. In losing the first round, the Navy had lost the decision. AGE AND YOUTH Or: October 26th, the students, faculty and alumni gathered on campus to celebrate the 25oth anniversary of the founding of King WilLiberty liam's School. This was not Isolated as we were, it was impossible for the stua gathering to celebrate the past 250 years, but rather, in dent body to gauge accurately the trend of events in Washthe words of Mr. Buchanan, "to affirm that St. John's ington. We were prone to sharp criticism utilizing the is 250 years young." It was the first time that members of usual quips made against blundering Congressional machthe old and new programs met in the common status of inery. However, for those who made immediate investialumni. gations during this strained period, it was encouraging All buildings were open for inspection during the day, to note the intelligent and fair thinking which was being whereupon many found that time had erased their rooms, done by our jurors. making way for new improvements and divisions. The Hardly a member of the House Naval Affairs Commajority of the alumni were impressed by the changes mittee was una:yare of the full details concerning Project and welcomed the transformation of the forest into playing fields. 460-C. This awareness resolved itself into the following questions: How much longer can the Congress accept On display in the Hall of Records were the historical the arbitrary dictates of the War Department? Now that documents of King William's School, including the petition we are again at peace, what will be the new realignment for a college on the Western Shore of Maryland and the of national interests and when should it take place? grant of that petition. Although King William's School 5 �ATE "250 Years Young" the Board of Visitors and Governors, Mr. Stryker was Professor of History at St. John's for 28 years. Mr. Barr delivered an address of welcome to the alumni and accepted the painting on behalf of the college. Following this presentation, Mr. Barr dedicated a bronze plaque bearing the following inscription: "This tablet was fixed on McDowell Hall in 1946 to commemorate the two hundred and fiftieth anniversary of the founding of King William's School. "To this hall in r785, in the second year of the foundation -of St. John's College, came the students and masters of the school, with their books, and made one with the new college. "This will remind men that all halls of learning are one hall." Following the ceremonies, Mr. William Lentz '12, retiring head of the Alumni Association, presided over an alumni meeting in the Great Hall, during which Brigadier General William C. Purnell '23, Baltimore attorney, was elected President of the Alumni Association . The meeting was followed by a faculty reception for the alumni in the library, and the alumni dinner at Carvel Hall. By the time the festivities were over, all had agreed that the "family affair" was a success. New interest was aroused in the college and especially in the New Program since the alumni had a chance to see it in session . Many were of the opinion that this anniversary also celebrated the decision _that ma~e it possible for the work of the college to contmue on Its present site. is believed by many of this community to be the first free school in the country, it was found while working on the preparation for this anniversary that a free school was established in Virginia 43 years prior to the establishment of this school. The formal ceremonies took place 111 the Great Hall where the alumni presented a painting of Professor Emeritus Clarence W. Stryker to the college. Now a member of Col F . P. Miller and Mr. Barr 6 �FAMILY Easily assuming recogmtwn as the Event of the Year was the birth of a new "baby sister." The opening of college last fall was marked by intense interest, as well as a slight fear and perplexity perhaps, aroused by the news that the Dean and President were leaving to found a new college. Making the community his confidant, Mr. Barr soon d1spelled most of the doubts, however. Shortly after the apparently final capitulation of the Navy in its battle to secure this casual land for marching feet, various rumors circulated to the effect that St. John's would desert Annapolis for less crowded surroundings. It was not until August that the announcement of the endowment of a new college by the Old Dominion Foundation silenced these reports. The Foundation, established by Paul Mellon, son of the late Treasurer of the United States and former classmate of some present members of the college, offered four and a half million dollars to start the sister college. Interest remained high all fall, as the search for a location was carried on. Early in December one was decided upon, and it seems to be ideal for the purpose. The holJle of the new college is a seven hundred acre estate on the western shore of Stockbridge Bowl in southwestern Massachusetts. The Bowl is famous as the site of the Berkshire Music Festival held each summer at Tanglewood, little more than a mile from the new college. The estate has a half mile of lake frontage from which it extends up to the ridge of the neighboring hills. There are eighteen buildings, including a thirty room house, and it is planned to make these serve the community until conditions allow an extensive building program to proceed. A charter from the State of Massachusetts has been applied for, naming as incorporators Stringfellow Barr, Scott Buchanan, Mark Van Doren, and Mortimer J. Adler, among others, and it is hoped that the college will be ready to start the first Freshm m class in 1948. Plans call for a ; student body of about tl1ree hundred and a faculty of thirty with Mr. Barr and Mr. Buchanan serving as President and Dean. In addition to the undergraduate program which will follow the St. John's program closely, there is to be an extensive adult education program and a faculty group engaged in research. So far, no formal relations have been established between the two schools, but it is expected that there will be a close alliance which may result in some sort of union later on. "Baby Sister" (Courtesy Berkshire Evening Eagle) 7 �The End Rain was the signal for the beginning of the June Week festivities. For some it was a sad, synthetic festivity; for others merely another big week end; and for one group it was the end of an era. Midst a shower of fireworks, the King William Players gave a commendable production of The Alchemist, followed by an informal dance in the Boat House, noteworthy for the congenial air present. Strongly bolstered by reunionists from the class of '42, the facul~y downed the Seniors in their traditional baseball encounter. As more dates appeared on the scene, the final round of parties began, with Miss Alexander's picnic supper providing solid sustenance for many. The Seniors disappeared to the Log Inn for the Presi'dent's dinner and certain unfortunates spent the rest of the evening stuck in good Maryland mud . Climaxing the evening was the June Ball, nominally formal, actually possessing all the pent-up informality of a sustained period of theses, orals and don rags. Batter up: Paul Gorman Between showers, the Seniors marched to St. Anne's Church for the Baccalaureate Service, crowded into the President's house for refreshments; and heard a student concert in the Great Hall. And on Monday the clouds parted. The Academic Procession surprised us, circling on the wet green slope of the front campus as if engrossed in a longer, more leisurely pilgrimage than from McDowell to the Liberty Tree. The devout, black fig.ur:es did not prepare us for the faces of friends. The microphone was dead, and in the back row much of what was said was inaudible. One regretted that these words alone constituted the occasion as ceremony, so that without them it was for the most part nervous and informal, difficult to take seriously, beautiful by an accident of weather and landscape. "To the member of the Senior Class who has written the best final essay, a prize of $27.50: Tristram Joseph Campbell, Jr. Honorable mention: Charles Arthur Nelson ' Warren Seymour Zeik. To the Senior who has the highest standing, a gold medal: John Scott Desjardins. To the member of the Freshman, Sophomore or Junior Class who has written the best annual essay, a prize of $ro.oo; Clarence. Jay Kramer. Honorable mention: Rogers Garland Albntton. For the year 1945-46: William Chester Buchanan, Jr. To the student who has prepared the most elegant solution of a mathematical problem, a prize of $ro.oo: Wil. liam Gideon Spohn, Jr." Refreshments �President Kieffer Announces the Prizes Mr. Lieb wanders fretfully in the background, festooned with cameras and meters. Babies are carried out at intervals. As Mr. Klein begins to speak, a truck rattles down King George Street. " . . . On the threshold of a new kind of existence, a postgraduate existence, every one of you seems to me like a creature about to be cut in half. . . . One part tries to fa.sten itself to some protuding branch of the big tree of life which has been transplanted, so I understand, from the Garden of Eden into the sinful complexities of our civilization. The other part . . . remains attached to this shrub of ours, this little tree of genera and species, full of knots and lumps . . . How to resist that cut, how to remain whole . . . " The diplomas are on a table at the edge of the platform, in boxes covered with orange and black paper. Archie worries about the microphone (It had been plugged into the wrong socket). A power drill starts up in the Naval Academy. "I realize that to evoke before you the image of the platonic Academy helps neither you nor us to solve the practical problem of an adequate undergraduate curriculum and an adequate postgraduate life. But let me consider what the consequences of such a stand, the platonic stand, might be, regardless of whether you and I can make it really ours .... To remain whole, then, would mean first of all a sort of aloofness, a distance always kept, an invisible gown about your shoulders. . . . But not to sUtccumb does not mean to forget, to retire to some fantastic island of contemplation . . . I have been rereading in these last days Aristotle's Nicomachean Ethics. . . . . The various forms of government are treated by him in the context of an analysis of friendship. . . . Justice and all its forms are ultimately Bottoms Up "On the 'Threshold" dependent on those ties which bind men together insofar as they are men ... friendship in the strictest and highest sense -a sensible image of the selfknowing activity of the intellect . . . the widespread phenomenon of mutal sympathy, the basis of all political organization . . . . To remain whole is not merely to resist ; it is also, I think, never to lose sight of men as friendly mirrors of our own intellectual life. We cannot wilfully break them without endangering our own image within ourselves. . . . " Paul Gorman and Edward Abrahamson have struck up a brief, intense acquaintance which consists in hitting each other in the face with rolled-up programs. Dr. Rodier suggests that they be quiet. Edward replies severely, "Don't talk. Ssh." "What you have acquired on this campus cannot and ought n~t, by its very nature, become subservient to the appalling practical automatism of our way of life. But, on the other hand, how could you relinquish the claim to direct and to determine your personal lives as well as the destiny of the greater community or communities you belong to? It seems that nothing can prevent you from accomplishing that, provided that you own the invisible gown of which the one you wear is the visible symbol, and provided that you discover in friends those sources of strength that aloofness alone cannot possibly ofter." Mr. Neustadt, smiling, calls the roll: thirty-two names. The graduates step to the platform, receive their diplomas from Mr. Kieffer, and reform their phalanx, a few furtively shifting their tassels. Mr. Kyle Smith asks the benediction. The procession goes back down the aisle, around the Liberty Tree, across the grass-white diplomas, black gowns. Families and friends drift toward McDowell and Miss Alexander's lunch. It rained last night, b.ut the noon sunlight is clear and warm. Where's Woolcott ? �SENIORS Irving Victor Abb Stephen Gordon Benedict Stephen Windsor Bergen Nicholas Daniel Bonadies 10 �Robert Frederick Garland Bunting Tristram Joseph Campbell, Jr. William Paul Elliott John Scott Desjardins 11 �/ Allen Abbey Goldstein Edward Maurice Godschalk Carl Schlee Hammen John Gormly 12 �Joseph Francis Hollywood, Jr. William Edwin Harris Joseph Ignatius Killorin, Jr. Richard Eagleston 13 Jameson �Henry Resolved Mack Casimir Thaddeus Krol John Mathew Morgan Robert Wilson Mueller 14 �Charles Arthur Nelson Rowell Anton von John Newton Li.ndsay Opie Magius Schleicher James Willard Sharp 15 �H aven Ely Simmons Will iam Gideon Spohn, Hei;bert W·i llard Stern Eugene Victor Thau 16 Jr. �Charles Lincoln Van Doren John Van Doren Andrew Shreffler Wi twer, Robert Russell Weiss 17 Jr. �Senior Juniors: Pedro and Pam Warren Seymour Zeik The Senior Class was nor peculiarly unusual, but it was, like all three returning classes, composed in the beginning of the year of a heterogeneous group of students who had matriculated as much ·<S four years apart. Most of the veterans in the: class came hom the class of 1944, of which only seven had remained to graduate on schedule. During this several-year absence, both they and the college had changed. Perhaps the severest test was given to those who returned to face the enabling examinations. Not a trial to be regarded with levity and contempt under more favorable circumstances, they assumed a most awful aspect after the lapse of time and the coincident lapse of memory. The fact that all who· dared the test were successful was perhaps a new source of confidence to every other veteran on campus. There were obvious differences between the veterans and the non-veterans. T~he vets were more restrained, had more family obligations and financial problems, worried more about what they would do after graduation, and in general, looked, acted and were older than their fellows. Paramount in their consideration of the future was the thought that they could no longer afford to make a wrong choice. The Seniors who were not taken into the service by no means showed great buoyancy as an effect of their good fortune. It was rather the reverse, and at St. John's, like other colleges (We are more like them than is usually ad- 18 mitted), the veterans returning to take up their interrupted education brought with them a powerful enthusiasm for work, the effect of desire in hungry men. The non-veteran remnants of a long withering vigil at the college during the Lean Years turned to gaze in amazement at the springy step with which the returned made their way to nine o'clock classes, and the incredible eagerness that reached annoying proportions in seminar. Much healthy naivity which was o?ce considered the ideal attitude of a loyal New Programmer was lost forever by the tired survivors of a five-term Junior Year, summer sessions with Aquinas in real sweat and a Freshman Year so far back in early youth that its events and peculiar happenings were blurred. Atl in all the non-veterans were right, and the veterans soon conformed. The Senior Year depends for its success upon students merging sufficiently with the Germanic Soul to attain that lofty attitude popularly called Weltschmerz. There is no room for gaiety here, only an occasional wry smile at the contortions of Herr Professor Hegel or the versified banalities of the Weimar Bard. However, with all their seriousness where classwork and study were concerned, the veterans seemed to find as much time as anyone for e"tra-curricular activities and relaxation. Their contribution to the athletic program was particularly notable in a situation that has caused many to mourn the near death of athletics on the campus. By the end of the year it was evident that the veterans had made the grade in their return to civilian life and the �Alice In Wonderland pursuit of the liberal arts. Most of them walked forward to receive their long awaited degree confident in the knowledge that they had given their best and that the past year or more had been worthily spent. Graduates marched somberly down from Me Dowell Hall to the Liberty Tree on Commencement Mondlay to the customary accompaniment of roaring Greyhound buses and screeching truck brakes. There was an unusual and heartening assurance in the way the Seniors accepted their diplomas, in contrast to the apologetic manner lately in vogue; this was no doubt due to the solidity of numbers rather than to any consciousness of superiority in the performance of the liberating arts. The graduating Seniors formed a group twice the size of the largest previous class awarded bachelorhood in the arts since the inauguration of the New Program. While most graduates to date have faced the compulsion of war service upon completion of four years here, the Class of '47 matriculates into a world desperately striving to be normal with little actual gunfire anywhere in the world, and more concern with construction than obliteration. The actions of these graduates in the next ten to twenty years will afford the critics as well as the warm friends of St. John's the first sizeable. test of the validity of the liberal education so uniquely at work here on this green campus. Day of Reckoning �~rhe Juniors The historians of pr~-war Junior classes have had a simpler task ·than we have. The members of their class arrived at St. John's all in a bunch, all at one time. They were convoked together, subjected together to the trivium and the quadrivium, to Plato, Aristotle, Thomas ... meanwhile the hunch became an articulated, coherent group, and by the time the Junior year began, the class had developed a distinct personality and unity-or if no unity, at least a clearly defined disunity. The historian could then pass off his own personal history as a class history, with no great loss of objectivity. He was writing of a simple, not a composite body, and was as well qualified to speak for it as another. But our Junior class is not simple and coherent, either in its origin or its history. Some of its members matriculated in 1939, some as late as 1944· Some have not been away at war, while others have, some for so long that while they were away, new Freshmen entered, went off to war, and beat them back into their own class. To write the entire history of such a class would be to write a separate history of each Freshman class now represented in it, and in the end, separate histories of each one of us who went away. The Yearbook would not hold such a collection, and it would be better to reduce this complexity to a single image. The image was suggested by Mrs. Kaplan, who once compared St. John's to the hospital in Thomas Mann's The Magic Mountain. "Suggestive" is a grossly inadequate word for the similarities between the Magic Mountain and St. John 's. Both are situated in the rare air of the mountains, high above the flatlands. The college community and the Magic Mountain community are both composed of sick people and doctors, and one is never sure whether or not the doctors are sick too. Hans Castorp, the "hero" of Mann's novel, came to the Magic Mountain to visit his cousin, a patient. He planned to stay two weeks, for he was well, of course, not a patient; but the doctors found that he too was sick, or like! y to 'be if he returned to the flatlands, and he stayed for seven years. During those years, days, weeks and months merged into a timeless background for the unchronological changes in the soul. Clocks were forgotten, and the sense of objective, astronomical time was only poorly preserved by the rigidly formal routine of the treatments. The real time, the time that told was the subjective time of the soul. Its epochs were marked by a relapse, a sudden gain of health and joy, a dangerous excitement; its eras by calmness or despair. Over all, the master of th e Magic Mountain, the magician himself, was the resident psychiatrist. He knew all and told nothing. The patients were fascinated, and many of them horrified by him. They felt that he held the key to life, and they tried to decipher his cryptic statements. Mean while they learned. Just what they learned they could not say, but when Hans Castorp was called away from the Magic Mountain to the Great War, he was ready. We saw him last in battle, and Mann does not tell us what happened to him or to the Magic Mountain. But now we know, for Hans has returned from the war in the flatlands. The Junior Class 20 �. The magician has gone, and in his place Hans finds a new doctor, a good, hardworking, enthusiastic young doctor, but admittedly no magician. For though he still practices spells and incantations, magic is being replaced by sound medical practice. And for the patients (let us drop the veil), for the members of the Junior class, time has become objective again. We no longer measure time by insights or melancholy; in '48 we graduate, that is, we'd better make sure we do; and so a little less attention to the Good, if you please; good marks will mean more to a future employer. We are no longer sick; an earthquake has tumbled the Magic Mountain almost to the level of the flatlands, and the history of the Junior class is basically the history of each Junior's reaction to the earthquake. Many protested, for example, when the changes in the laboratory and math tutorials were announced, but most even of these accepted the .change, for the earthquake was our own as well as the Mountain's, and we know better now what the flatlands require of us. A few, whose lungs cried for rare air, suffocated or danced wildly on the roof. A few others, some among the new inmates, seemed never to have known of the Mountain's former height. So we are all welt now. No more acedia, no more divine madness. We want training, not treatment. But how heavy the air of the flatlanJs is. Postscript by the Research Department: There were fifty-six Juniors. They may be divided in various ways. Six are married, fifty more or less unmarried . Or thirty nine veterans and seventeen non-veterans. Or by classes: Nineteen w~re originally members of the class of 1945; the majority of the veterans fall in this group. The next largest is the class of 1948, these who have been here continuously: sixteen members. Two present Juniors date back to the class of 1943; the rest scatter among 1944, 1946, 1 947· The majority of the class, of course, is from the East; eighteen from Maryland, nine from New York-oops, five from California, and so on. Only seven of those listed as r~sident in Maryland were born here; on the other hand no one born here seems to be listed as a resident elsewhere, pointing the somewhat sinister moral that Many Come to Maryland But None Go Hence, and suggesting a competitive analogy which it would be unbecoming in a research department to develop. Whereas thirteen came to be in New York, of whom only seven live there yet, (one for each of the Seven L. ..... A ... ). Four Juniors were born out of the U .S., in Letchworth and London, England , in Toronto, Canada, and in Bantry, Ireland (our balladeer). Among the fathers. of Juniors we have six teachers, one college president, four lawyers, two engineers, and so on: advertising man, clothier, banker, insurance, fireman, physician, army officer, salesman, auto dealer, manufacturer, with a slight edge, it seems, to the middle and upper lower income groups. The major distribution of religious affiliations runs: eighteen-None, thirteen-Episcopalian, ten-Jewish, fourCatholic. Finally, the oldest Junior was born on March 4, 1918, the youngest on February 9, 1930. Nine are twentyfour, seven twenty-three, seven nineteen, six twenty-five, etc. Eight, including the Research Department, were born in August, .seven in October, at least three in every monthtwenty eight in the second half of the month, twenty-six in the first half and two on the fence, on the fifteenth. Magic Mountain, indeed. The Juniors Head for Chow: Whetstone, Dobreer, Parslow and Bauder Biologists in Embryo: Albritton , Kaplan and Gilbert Harmony at the Junior-Senior Party 21 �The Sophomores Because of its multifold genesis, the Sophomore class might be accused of being many and not one. This was perhaps most: true in the first part of the year, where returning veterans in many cases knew students of the upper classes, with whom they \had once studied, bet~er than their present colleagues. As the year progressed, the Sophomores discovered that among the forced companions of seminar and tutorial, an understanding was born which yielded a spirit of warm comradeship. Deep common experience, although it did not obliterate the old friendships, served to weld the class into a unity of spirit in which all of the several members. veterans and non-vets, new friends and old, were joined_ Of necessity, the Sophomores were sophomoric, and, by their natures, confused during the early portion of the year. Gradually they improved in dialectic and became more critical of themselves and their tutors (Some were not overjoyed at the tutors they had drawn). Virgil, Apollonius and Latin grammar soon caused the realization that real labor was required to keep up with the schedule. The first labs were drawing ones, and helped the morale not one bit. The reading of the Bible started the theological year in earnest. Against the backdrop of Roman civilization, the Christian culture gra~ally rose. To some it was boring, but to most it was highly interesting, whether considered historically or · faithfully. This was the setting for "Sophomore slump", an annual event, black and melancholic in its appearance. Confused by the first year, the Sophomores furiously debated new schemes of things, which only resulted in more confusion. Added to this was the realization on the part of many that they hadn't learned a thing in the first year, or so they thought. Greek and Latin lost their appeal and thoughts turned to the prospect of learning how to earn a living. The Sophomore Cl ass 22 �The Henry Morgan Harris Grapples With St. Thomas There was no longer any drama in learning how to read a book. Dean Neustadt, in a college meeting, compared the slump to winter, and its shuffling off, to spring. In the middle of lthe second term the rebirth commenced and the Sophomores; left the "dark night of the soul" for "pastures new." The seminar reading and discussion was stirring and forced stands on questions which had previously been shunned. Seemirtgly solid mental foundations became dangerous quag:mires for some, while others gained new and stronger footholds. Still others were interested but not too concerned. An element of humor was preserved, however, despite the threatening morass of Thomistic definitions, new words, distinctions, general and particular senses and so forth. All was not work, however. The Sophomores went to dances, participated in sports, and tripped to the great metropolises for week-ends. Dick Harris, long John Wallace and short Jake Brooks were mainstays of the Sophomore team that won the football championship. After a slump in basketball, the Sophs came back behind the accurate pitching of Skip Sherman to take a close second in baseball. Socially, the class was fairly evenly divided between men about town and conservatives. A sleek blue Buick con verti:'ble usually made the treck from Washington to brighten up the dances with its charming contents. The fine arts and the Shakespearean productions in New York got their share of attention, and records were a popular form of recreation. It was a sad, joyful, illuminating year. An essential phase of development had been passed, and the Sophomores could now sense the goals and means for which they strove; and most of them were ready to come back for more. Baer Makes a Point 23 �The Freshmert The largest Freshman class since the pre-war era was a fitting sign of a return to peace and the quest for higher learning. Many of the class of 1950 were veterans, and their serious approach to their studies caused many an upper-classman to wonder whether St. John's had completely gone to the dogs. rigors of the St. John's community were slower than they might have been. Getting back to the routine of studying was a rough job. The paradox of complete freedom and yet an intense feeling of regimentation was frightening at times. In other ways, however, the Freshmen shared many of the first impressions that"' others had experienced before them. Certainly no one: but an undersized pygmie could possibly have stayed at St. John's for more than 48 hours without cussing the simple mind that designed the walk which goes past the Hall of Records. And who in the world was "Winkie"? What provided material for many of the first bull sessions were declarations of "Why I came to St. John's". Of course, it was not long before many were rephrasing the statement to read: "Why the hell did I come to St. John's ?" At any rate, after just a few weeks of school, most were convinced that the catalogue (which, incidentally, was the most quoted material until St. John's gospel) was far more Age variation followed the pattern of previous classes, ranging from the middle teens to the early thirties, so that it was not unusual to see one Freshman surveying the dismal sight of h is fast receeding hairline, while another was hopefully feeling the new growth of fuzz on his chin. Nor was it unusual to eye a pretty girl on campus only to have the pleasant fellow with whom you were talking introduce her as his wife and then proceed to tell you about his wonderful baby. With the large number of new tutors this year, a further complication was presented by the embarrassing mistaking of Freshmen for tutors and the reverse. For man y of the new students the adjustment to the ., The Freshman Class 24 �• On e Man Track Team : Herrod Spring Fever honest than they h-ad ever dreamed it could be. Yes, it was nice to talk to people who knew St. John's didn't have a great basketball team or who weren 't convinced that the place was a monastery in disguise (despite affirmation by some Sophomores). It was also comfortable to learn how to answer: "But Winslow, what on earth wi ll you .be when you are graduated from that-that, military academy, is it?" Standard procedure: (I) flip the muffier over your shoulder, (2) snort, (3) raise an eyebrow, (4) reply indignantly: "Be? I don't intend to be anything!" On the athletic field, the Freshmen were not impressive, although a small group managed to present a good shov:ing. Both in football and basketball, the Freshman team started off strong, but crumpled under the strain later on. The softball team was up against strong competition and never got started, and only Ralph Herrod turned out to represent the class in the track meet, nevertheless managing to give his team third place on his individual showing. Johnny Williams was another bright light, winning the individual titles in fencing and tennis. Those first weeks with Homer and Plato made the Freshmen realize that, rather than be concerned with stimulating a heretofore dull imagination, it was now necessary to put forth a real effort to prevent it from running rampant. Scott Buchanan's: "You don 't have ideas; they have you" provided a wonderful paradigm to encourage Freshman minds to go berserk. One fellow ended up with: "You don't go through St. John's; it goes through you." The Freshmen were confused, as all Freshmen hav e been, but they learned one thing: glibl y accept the myth th at "everything becomes clear in the fourth year" or go ~ tark, raving mad. What about the fevor the student who were here before the war tell about? People still talk in the coffee shop after seminar but there were few sessions which lasted past I I :30. Did the war somehow kill it or was there something intrinsic in the new students that had so definitely changed the atmosphere? When these qu("stions were put to Mr. Neustadt, he said simply: "The revolution is over." It didn 't take long to figure out that Friday night lectures were designed exclusively for evil Freshmen who ~ad actually been heard admitting that they knew something. After a lecture on a subject something like: "Kant, Tolstoi, Ptolemy, Cantor, and what they meant to Thomas, Descartes, Hegel and God", one has the most peculiar feeling from the neck up. Concerto: Sanborn and Jan 25 �Ernest Abrahamson Charles Alba Ulrich Allers Robert Bart George Bingley Faculty and Eleven new tutors evidenced the return ~f St. John 's to an even greater period o£ activity than that of the pre-war era, as the largest faculty in the history of the college took over the task of guiding the largest stu- Ford Urown dent body since the New Program began. Early in the year, the college was informed of the prospective departure of President Barr and Dean Buchanan (The latter was already gone on leave of absence). By Christmas the change was complete: Mr. Kieffer, familiarly known to many of the students as " Big John", became the new president, and Mr. Neustadt took over as acting dean. Leonard Eslick President John S. Kieffer -. ~ r Carlos Fraker Atwood Garis Charlotte Fl('tcher Wilbur Gorham Kent Campbell William Harper Archibald McCourt William Hatfield Eli za beth Hopk ins Joseph Horrell �Simon Kaplan Jacob Klein Jack Landau Claude Leffel Francis Mason Administration There was cnttctsm of the new tutors, has always been (Low foreheads just as there _ became for the first time a handicap to attaining .a B. A.), but most of the new tutors passed the test and were accepted into the college community . . There was fear on the part of some that the laboratory was being loaded with men who were in a scientific rut, and that the · firm moorings of analogy between the labqratory and the rest of -the program were being slowly cast adrift. However, the new emphasis on laboratory and mathematics has made it clear that these lab specialists are now an integral part of the program; and it appears to be a matter of good fortune, not necessity, that a tutor is both a technician and a philosopher. Bernard Pee<bles Acting Dean John 0. Neustadt Maria n Alexander Frederick Santee Edward Lathrop Richard Scofield Franz Plunder J. Winfree Smith Miriam Strange Harvey Poe W. Kyle Smith Lawrence Towsend Raymond Wi lburn �Sports Returning to the scene of great intramural sports activities of the past, many of the St. John's veterans were struck this year by the absence of the "old spirit" on the back campus. Many of the new students and those who had stayed during the lean years were equally struck by the amazement of their eager comrades. Between the two a kind of mean was developed, which, although far from satisfactory, may be a step toward the restoration of a comprehensive athletic program. with the individual title going to Steve Benedict, who took the badminton championship and shared the tennis doubles title with Andy Wi!wer. An ambitious eight-team league was the hope of Mr. Lathrop as the fall season commenced, but it was soon apparent that forfeits were going to outnumber games competed. Inasmuch as the St. John's athletic program is not designed to produce champions by forfeit, but to allow and encourage the participation of as many students as possible, the number of teams was cut to five and another attempt was made. There was sporadic criticism of the new arrangement, since it called for combinations of students who sometimes never saw each other except for the occasions when they participated in team sports, but no other workable combinations could be found to replace the awkward setup, and throughout the year, the new plan proved reasonably satisfactory. Gone from the roster were soccer, lacrosse, volleybail, swimming, boxing and wrestling. Only softball, football and basketball remained for regular tearf' competition, with the track meet run on a class team basts. The reasons for the decrease in activity were several: during the war, lack of interest from the smaller student body had curtailed many sports; in lacrosse, there were few students who had played the game bdore-'coming to St. John's and the old system of learning from upper classmen had died out in 1942; but the biggest reason was an apparent change in the student body. The incoming veterans were serious about their studies and many of them preferred to indulge in individual sports at odd times rather than engage in regularly scheduled activities. Many, too, were confined by obligations of family and jobs. By this time, the rains descended and fall softball was cancelled, but a fifteen game football schedule was completed with only five forfeits. Capitalizing on their newly created numerical strength together wirh a height and weight advantage over most of their opponents, the Sophomores passed their biggest test by downing a tricky Junior 3 team and then held a slim lead in the standings to take the title by virtue of a tie in their second meeting with the Juniors. Dick Harris and Bob Marshall were strong factors in the Sophomore offense, while John "Zilch" Wallace, Alan Gargle and Paul Evans contributed to the strong defense which limited their opponents to 32 points in five competed games. The surprising fact was that the best showing was made by a handful of Juniors who frequently sacrificed their only available afternoons to engage in team sports, while the two underclasses had to be combined into class teams numbering in the sixties and seventies before they < :ould field a complete team. In 26 games the nine men from Junior 3 ran up a total of 20 wins in every sport to take the baseball championship and the individual title with little difficulty. Runners-up for the football championship were the iron men from Junior 3, who dropped only the one game to the Sophomores, but were unable to make the grade in their second meeting and lost out by the ill-fated tie. Good turnouts were registered tn individual sports, The Sophomore Champs Try a Pass Bounds Goes Around End fo r th e Juniors 28 �Final football standings: w Sophomores Junior 3 Freshmen Junior-Senior 2B Junior-Senior IA 5 5 3 I 0 L 0 I 3 5 5 Pts. T 70 I20 3 2 2 65 I9 30 0 I O.P. 32 47 55 78 92 Ave. .8I3 ·7S 0 .soo .I67 .083 As winter closed in, the sports arena shifted from the football field into the gym, where a 28-game basketball schedule provided both exercise and thrills. Junior 3, paced by the high scoring trio of Matteson, Bounds and Gallup, moved into an early lead with victories over each of its opponents in the first round. Three teams remained in the running, however, until the final week, when Junior-Senior IA bumped their 2B rivals out of the running and then met Junior 3 in the final game for the championship. The Playoff Jim Frame was high scorer for the team with 172 points and he and Phil Camponeschi, captain of the team, were nominated for the all-league second team. Other outstanding players on the team were Dick Matteson, "Whitey" Bauder and Wes Gallup. The Juniors stepped out fast in the title contest as Terry tallied four times in the first quarter before the Junior-Seniors could get their bearings. In the second frame, Ray Cave turned on the heat to bring the score up to a I6-I6 tie at half time. In the second half, the JuniorSeniors, paced by Earl Bauder, Rowell Schleicher and Cave, pulled into a three-point lead, lost it once, but regained it in the final minutes as Schleicher dropped in the winning basket with two men hanging around his waist. The final score read 29-28, with the game and the championship going to the Junior -Seniors. Beside supplying a further outlet for those students who w~re either inelligible for intramurals or 'else couldn't get their fill of basketball in the intramural program, the Sportsman's Center team also provided an excellent opportunity for bettering relations between the college and the city. In softball, it was Junior 3 again that got the lead early in the season. With Bounds, Leffel and Matteson sharing the pitching honors, the Juniors bowled over three of their opponents with little difficulty. Against the Sophomores, the Juniors had rougher going, but succeeded in taking ·the game by a r6 to IS score, scoring eight of the runs .in the last two innings. Individual scoring leaders: Dick Mane son Ray Cave Rowell Schleicher Cas Krol Don Bounds Wes Gallup John Wall ace Bob Thomas Dave Weinstein Charles Van Doren Team Junior 3 Junior -Senior Junior -Senior Junior -Senior Junior 3 Junior 3 Sophomores Freshmen Sophomores Junior -Senior Final basketball standings: w L Junior -Senior rA 2 9 Junior 3 8 4 Junior-Senior 2B s s Freshmen 4 7 Sophomores 2 10 IA rA IA Games 12 13 13 rq 12 I2 9 II 6 Pts. 242 r86 I74 117 102 97 88 ... 81 78 71 Pts. O.P. S41 373 43 2 SOI II 2B Ave. .818 .667 .sao ·363 .167 S4° 4 17 437 417 In their second encounter with the Sophomores, Junior 3 again trailed early in the game and a sixth inning rally failed to do the trick as the Sophs scored an 8 to 6 upset. The defeat of the Juniors put Junior-Senior rA into the running for the title since they had only dropped one game S44 S02 For the first time since the abandonment of intercollegiate athletics, the college itseff turned out a basketball team of its own, despite the fact that it played under the blue and white colors of Eddie Leonard's Sportsman's Center and was sponsored by Mr. Leonard. Playing in the Capitol City Basketball League, the team turned in a record of five wins and nine losses, a commendable feat considering the limited practice time available. Benedi~ 29 Goes Up �also. When the two teams met in the second round, JuniorSenior rA was after the title, and, behind the pitching of Hal Freeman, held the Juniors scoreless for six innings while putting across four runs. Junior 3 stuck to the tradition of coming from behind, however, and tallied the necessary four runs in the seventh inning to carry the game into an overtime. Scoring was even for two innings, but in the tenth frame, the Juniors came to bat trailing by one run and proceeded to hit Terry and Leffel across the plate for the tying and winning runs, giving Junior 3 their first championship of the year, and also assuring them of the over-all team title. In the final game of the season, the Sophomores handed Junior-Senior rA another defeat to take second place in both the baseball and the team championship. A Close One for T erry Final Baseball standings: w Junior 3 Sophomores Junior -Senior rA Freshmen Junior-Senior 2B L 7 4 5 2 I 5 0 6 I 3 Ave. .875 .667 .625 .167 .000 Fly Out: Clark to Nelson Final team standings: Junior 3 Sophomores Junior -Senior 1A Freshmen Junior -Senior 2B Points 26 20 18 14 12 The track meet, formerly an exCltmg climax to the athletic season, was just one more disappointment to Mr. Lathrop and ·rhe few supporters of the old intramural program. Seventeen men turned out for the meet, run on a class competition basis, rather than by regular seminar teams. Although the participants were few, competition was not lacking, and the Juniors and Seniors ran neck and neck for eight events. Three places in the broad jump made the difference, however, as the Juniors took the title so to 43 over the Seniors. Trailing far behind were the Freshmen with 9 and the Sophomores with 8. Home Run King: Derr Don Bounds, of the Juniors, wrested the individual title from two-time champ Cas Krol, registering 221/2 points to Krol's 22. In third place was Carl Mammen with 13 points, followed by Ralph Herrod, lone Freshman entry, with 9 points, and Vernon Derr of the Juniors, with 7· Bounds at Rat for the Champs 30 �The individual wmners: IOO yard dash: Don Bounds, Junior, I 1.0. 220 yard dash: Don Bounds, Junior, 25·9· 440 yard dash: Don Bounds, Junior, 6o.8. 88o yard run: Carl Hammen, Senior, 2.22. Mile run: Carl Hammen, Senior, 5 :45·5· Shot put: Cas Krol, Senior, 34'5". Discus: Cas Krol: Senior, I I4'3". Javelin: Cas Krol, Senior, IS8'8". High Jump: Cas Krol: Senior, 5'2". Broad jum2: George Trimble: Junior, I7'3". Trimble Wins the Hard Way Bounds Takes the roo . .. An Easy One for Krol Ned Hits Trouble And ·the 440 31 �·' After Mr. Lathrop had made his unsuccessful attempt Steve Benedict held on to the badminton title by deto operate on an eight team basis, the reorganized arrangefeatin,g Dick Matteson in the championship bout. Fencing ment was based on two factors: wealth of talent and prosreturned once more to the athletic program and received pective participants. The Freshmen, numbering in the an enthusiastic turnout. In the final match, John Williams eighties, and the, Sophomores, in the seventies, were made took the title by outpointing Chet Hewitt. Sailing was into single class teams because of a series of forfeits under also restored to the schedule, with Johnny Gilbert topping the earlier arrangement which called for two teams from the field of entries to gain the championship. each class. The Juniors were divided into three groups and Witwer and Benedict paired up for the first time in the the Seniors into two, out of which was created two Juniortennis doubles and went ahead to take the title over the Senior combinations numbering in the thirties, and one field of eigh; entries. ln the final match, against Ray Cave and Bob Wilson, the coni:est was unusually close and Junior outfit which had less than 20 men. eventually turned into an endurance contest, with the final Despite the uneven arrangement, competition turned point scored just ten minutes before seminar time. In the out to be fairly even, and no championship was decided tennis singles, John Williams emerged from the Freshman until the final game. The interesting fact, however, is class to upset three-time title holder Witwer in the champthat Junior 3, with the smallest group to choose from and ionship game. . with only eight regular players, was able to walk away The individual blazer award went to Steve Benedtct, with the final title. Members of the team which took the winner of two individual titles and a participant in both softball championship and was runner-up in both football team and individual sports. and basketball were Don Bounds, Dick Matteson, W es Among the sports G a II u p , Vern on not on the schedule, Derr, Rod Whetonly swimming died stone, Bill R o s s , without a fight, inWheaton S m it h , asmuch as the waters Steve Terry and Ted of College Creek Clark, together with went to war and Claude Leffel, who will never return in set an example for good health. A the tutors. canva,ss of representIt is unfortunate ative students caused to note that before M r . Lathrop to the war, the average eliminate plans for team was composed soccer and volleyof 20 members, and ball. A handful of men turned out for yet more sizeable lacrosse scrimmages, schedules embracing but not enough to ·twice as many sports provide regular comwere completed with petition. Efforts to vigorous competistimulate b o x i n g tion and relatively and wrestling met The few forfeits. with only feeble Doubles Champs : Benedict and Witwer major portiQn of the response and they blame for this untoo were dropped. e q u a 1 comparion Although an ample budget for the athletic department rests upon the students themselves for their overwhelming was allotted by the college to handle the increased enrolllack of interest in team sports; a relatively minor and yet ment, Mr. Lathrop found that four assistants could handle nevertheless annoying portion remains for the overcrowded the job. Dave Dobreer and Phil Camponeschi, both returned conditions at the college which force the use of the. gymfrom service, took up their old jobs, and were joined by nasium for a multitude of activities other than athletic. Freshman Jim Frame. Early in the year Whitey Bauder Certainly the patience with which Mr. Lathrop has witnessed resigned and was replaced by Bill Goldsmith. Credit is due to the athletic staff, not only for an efficient job of the use of the gym for lectures, concerts, stage productions, officiating, but for their work in promoting and encouraging dances, movies and piano practice has been, if not perfect, the intramural program. remarkable. The usual meeting of representatives of each seminar to discuss the awarding of the blazer to the outstanding memCompetition in individual sports was, in many cases, ber of the athletic department was attended by only two stusharp. In squash Charlie Van Doren defeated brother dents; consequently the formal recognition usually given the Johnny in the semi-finals, and Bud Witwer downed Steve Benedict. By mutual agreement, the two finalists were to athletic assistants ·was missing. Since this is the only way in rlecide the title on the basis of winning three out of five which assistants may win blazers now that they are inelliggames for three out of five times. In two months the ible for team sports, this small neglect on the part of the required- games were finally completed and Van Doren student body is particularly regrettable, an omission which emerged with his second squash title. words in the Year book can do little to rectify. 32 �---- --~ �The Alchemi~t The The Thing a high style, it went off with considerable passion and managed to communicate much of the play's beauty and horror. The production's visual style, on the other hand, was surprising in an amateur job-impressively staged and costumed, the action trapped in contracting areas of light, the larger movement on the stage properly angular and claustrophdbic. Two great plays and a couple of polity charters have occupied the year for the King William Players. At the end of the first term·: Webster's dark elaborate melodrama The Duchess of Malfi, then playing on Broadway in a version whittled to the measure of Elizabeth Bergner's talents and vanity. Miss Bergner, we are told, felt it necessary to apologize for Webster by reading before the show, (from a scroll) a guarantee of his merits taken from the Encyclopaedia Britannica. The KWP just plunged in, and the audience of St. Johnnies and Annapolitans seemed to enjoy it hugely. This in spite of the ;1dded difficulty imposed on a difficult play by the acoustical properties of the gymnasium, amateur diction, and (it must be confessed) several lines delivered chockingly into the backdrop. Fortunately, sad plays are easier to do, up to a certain point, than funny ones, and an amateur, part-time group is unlikely to get beyond ~hat point. Thus, although it cannot be said that the KWP's final reading of the Duchess was marked by Early in the year the KWP applied for and received a charter from the student polity. Toward the end of the second term it occurred to a public spirited student that this charter did not follow the exact specification of the bylaws, and the court was petitioned to revoke it. It was duly revoked, recast, and repassed, not without some storm and stress. Under the new charter, Rogers Albritton was elected president for the year, and Jack Landau, a dark horse, made faculty adviser and elected to direct a thirdterm play, Ben Jonson''s The Alchemist. 34 �"Did Adam , Sir, Write m High Dutch? " "Art Can Beget Bees, Hornets, Wasps" clowning, periods of hectic action, and a few displays of fireworks. When we think of the chances for first-night bungles here, the performance given by the King William players was amazing. These young men and women tore into Ben Jonson with zeal and cheerfulness as if it were not a museum piece but an exercise in fun. It goes without saying that all faltered from time to time, but by and large they made the play come alive, creaky plot, artificial talk and all. Some of the incidental tricks and horseplay were worthy of a professional production and the degree of teamwork was remarkable. We have spent far less enjoyable evenings in the theaters of Broadway these last few seasons. Equally interesting was the reaction of the audience, which followed the action attentively, responded to the fine points of the acting and caught the suqtler turns of Jonson's humor. It occurs to us that St. John's is turning out audiences for the better sort of professional play. We went to see the Alchemist because there has been so much talk lately about the true drama taking refuge in the colleges. A complicated, feverish, pitiless comeJy, The Alchemist is a far more difficult play than the Duchess to put into presentable shape. Donald Kirkley, writing in the Baltimore Sun for June 15, reviewed the KWP production as follows: "Ben Jonson's comedy, The Alchemist, is something which few professional troupes would care to tackle. The King William Players of St. John's College at Annapolis did it a week or so ago, and thought nothing of it . . . What's more, they had a pretty big audience for the play, as college audiences go. The Navy boys on the other side of the tracks were whooping it up for June Week, too, with dances and so forth; but there were several hundred youngish people sitting in the St. John's gymnasium . . . chuckling over an Elizabethan play . . . The play, as a ?lance into your library will remind you, is full of long, mvolved speeches full of jaw-breaking phrases, quotations from the ~atin, smatterings of imitation Spanish, incantations ~nd so forth. Nor is it a simple matter to speak even the stmpler Jbnsonian sentences trippingly and distinctly. Add to this the fact that the play calls for a great deal of .. He Shall Be Thrown I·n a Down Bed" "A Wench Is A Rare Bait" On the strength of this performance, there seems to be something in it." ''All Arts, Sir, Have Had Their Adversaries" 35 "Cozen Her Of All Dolly" Thou Cans't, My �Wine, Women and Song The internal organization of the Dance Committee was, to the . outside observer, one of the St. John's Mysteries. No longer the smQoth functioning Cotillion Club of the past, the present organization bore the outward facade of a body which suffered severely from the usual lack of cooperation, was not too efficiently run, and which was peculiarly meticulous about details. Of course, dances are not exempt from the inflationary tide, and the fact that one was required to dig deep in his jeans for a~mission, should not reflect on the efficiency of the organization; but the policy that any orchestra, no matter how good or bad, is better than a phonograph, is one that has caused red ink in budget books before. on the observer and his company as on the quality of the orchestra and decorations. For the most part, the dances were well received. Comment on the removal of the tables was favorable, most of the students feeling that they encouraged too many people to sit at them all night and consequently to leave the floor not only danceable, but barren. The increased enrollment no doubt contributed to greater participation in the dances, althought many of the new and returned students appeared to look scornfully upon such trivia as dances and consequently shunned them, while others who came tended to bring an atmosphere of age and sobriety that conflicted uncomfortably with those who came simply to relax and enjoy themselves, and didn't care who knew it. Complaints about the Dance Committee were few, however, the criterion for a good dance depending as much 36 �Lighting in the gym continued to be conspicuously absent, a condition good or bad depending on the nature of one's date. There were more girls and the stag line served to keep the girls circulating without completely monopolizing ~hem. And the music was reasonably good and at times excellent. For the June Week informal, the Boat House was once more put to use, again proving itself one of the best locations for warm weather dancing. With the porch available for "sitting it out", the dance floor was sufficiently full to look occupied but empty enough to allow elbow room, beside which the smaller room provided an increased feeling of informality that is too frequently lost in the cavernous gloom of the gymnasium. Swing and Sweet Out of This World H ammen Geometry Smile Please 37 �Words and Music ptece by Kodaly. A summary of the year's musical act1v1ty might be divided, somewhat disproportionately, into the theoretical and the practical. Concerning the former, let us record that Mr. Klein devoted two sentences to music in his lecture on the quadrivium. Also that our new music director, Carlos Fraker, started a class for "those interested in music," but it .seemed to be not elementary enough for the uninitiated, most of the sophisticated showed no interest, it met at an awkward hour, and it did not last. So we pass on to the productive aspect. Chiefly at the instigation of Mr. Abrahamson, an attempt was made toward bringing our own music-making into the communal life. This took the form of two chamber music concerts. The superabundance of pianists (Abrahamson, Fraker, Benedict, Ablow and Buchanan) were combined with Goldstein's flute and Mrs. Benac's violin to give an interesting program of Mozart, Bach and Hindemith. It was an amateur performance, but in the best sense of that word, and the audience gave them a hearing that was neither cold nor uncritical. June Week, the Van Doren boys and Benedict did a Mozart trio on a program which also included more songs from Miss Sundgren, Debussy Preludes by Carlos Fraker, and the Beethoven Piano Quartet. This was considered a very well spent evening. The story of the chorus is a sad one, and quickly told. Its arrival was prophesied in autumn, it burst feebly into flower for a few cold weeks in winter, it died with the commg-on of spring. The average attendance was six, and under Mr. Fraker's direction, they learned some plainchant, some faulx bournon, a madrigal. As for recorded concerts, there were none. The college seemed unable either to repair or to replace its phonograph. Students helped themselves to the record collection, no effort being made toward an equitable distribution or an account of who was responsible for what. The concert season started off on a very high plane, which it left abruptly and to which it made no attempt to return. Schneider and Kirkpatrick, singly and in duet, formally and informally, gave us a week of music-chietly from the eighteenth century-which added, if possible, to the excellent reputation which their previous visits have won from us. To say more without saying much more would be difficult, and it is only a wish that this tribute achieve eloquence by its brevity. The year was certain! y not conspicuous! y successful musically, but certainly an improvement over the preceding two; with faint suggestions of hope for greater expectations in the following one. Towards the middle of the last term Mr. and Mrs. Fletcher Collins, an unprofessorial teacher and his wife, came up from Virginia one Sunday afternoon for an informal concert of folk songs, ballads and Elizabethan songs. Mr. Fletcher played the guitar and talked cheerfully and well about the music, and. Mrs. Fletcher sang in a high sweet voice, untrained but of great elegance. The concert was almost completely unpublicized, but perhaps forty people were there, happily quiet an.d attentive in ·the late afternoon sunlight slanting through the King William Room. The songs, most of them unfamiliar, were very lovel y, particularly a group of contemporary settings of Shakespearean lyrics. The remaining formal concerts can be accounted for briefly. Miss Agnes Sundgren sang pleasantly for an afternoon, the most unusual feature of which was "Can't Help Lovin' Dat Man", done in the Great Hall, and in native Norwegian costume. Of Mr. Foldes and his piano recital, we can only say that he 1ias no idea how to plan a program, that his technique for producing a forte might be more appropriate, though not less effectual, in a blacksmithy, and that we resented having to listen to him, for the greater part of an evening, whack out inconsequential, noisy modern works; then an interminable, bang-up endMusic Room 38 �Lectures at St. John's have always been a peculiar species. This year, m'Ore than any in our memory, has made us aware of it. According 'to the catalogue a formal lecture should be a "sustained and artistic exposition of a subject matter". More explicitly, one expects the lecturer to have a mastery of his subject that will allow him to be of genuine interest, ;md sufficient rhetorical ability to make a proper presentation. Certainly the latter of the two qualifications, whil~ least important in appearance, is the necessary minimum for effective lecturing. Unfortunately the llllajority of the lectures we must now consider failed in one or both of these fundamental respects. A yearbook, if it is to be more than a class memento, as we think it should, must represent the college to its members critically, in an exposition of the values of the year as it appeared to at least some of their contemporaries. In these times, and in what follows, it will do well to remember that the administration is a part of the college. Perhaps Dr. Loewald's lecture on psychoanalysis, the last event of our year, may be regarded as containing all the characteristics which have vitiated the lecture series. The lecturer began with a · description of the basic elements of Freudian psychology which was, in the opinion of most, unintelligible to anyone totally unfamiliar with the subject matter, and boring and controversial to those who had read Freud. On this as a :base tli.e lecturer proceeded to contrive an essentially unilluminating description of the psychoanalytic technique, and a series of general remarks about related subjects which only escape the sophomoric through the speaker's excessively professorial manner. Aside from wha-tever merits such a lecture might have, its informative value is obvious! y small. We may now turn to that on which we can more graciously comment. First .considering those lectures, which for one reason or another appeared to us to succeed in some , great measure: we remember that Mr. Buchanan presented the art of analogy and a warning against a premature metaphysics. Mr. Strauss gave two lectures; the earlier, Jerusalem and Athens, being a sustained . argument of a kind one seldom hears, recalled greater lectures, but none in which both form and matter have been more skillfully presented. In his second lecture, Mr. Strauss presented a provocative if not altogether lucid explanation of the Strange Cast of Jean Jacques Rousseau. Rousseau emerged as a more subtle and fruitful subject than some Junior seminars had found him, in a lecture that, while not so noteworthy as his first, reaffirmed Mr. Strauss' excellence. Mr. J. W. Smith manfully attacked the problems of faith and reason; and succeeded in stating in terms of doctrine and philosophy the question credo, quare cogito? and its reverse. ·· Mr. Klein offered some of us in his first lecture a chance to reminisce. In his second he explored the mind of Hegel with a rhetoric as murky ¥ · his subject. Mr. Weedon perhaps stands out in our memories for his proponentship of creative reading. Other moments may be recalled. The Dean gave us a Homeric image, neatly packaged. Mr. John Kieffer con.sidered two important questions with all the solemnity they deserved. Messrs. Barr and Van Doren, possibly regrettably, saw to it that we were provided with a proper recognition of literature and history. Mr. Brown amused us, and Jack Landau carried through on brief notice a final, and we think decisive, attack against what for him has been the St. John's problem. Our mathematician Edward Kasner allowed us to renew our acquaintance with an old friend, Mud balls and Pennies. We were, and have been for some years, slightly puzzled as to what fascination this charade has ·for the administration. The scholarship and literary finish of Leonard Eslick's lecture on St. John of the Cross redeemed in part the somewhat unsuitable subject. A member of the Instruction Committee, Raymond Wilburn, presented a comparison of classical and modern logic. Helen and the "gusty, trench slashed, Dardan plain" crept one night into the gymnasium. Coherence and form can perhaps be dispensed with in the face of such a contagious enthusiasm. Two of our regular lecturers, Mr. Adler and Mr. Meiklejohn, made no appearance this year and were regrettably missed by some. Other occasional lecturers of the past also failed to return and were missed the more due to the caliber of some of their substitutes. The absent regulars were lamented for their diction and volume as much as anything else. It is rather difficult to review in detail a series of lectures many of which were not heard or untranslatable beyond _ fourth row. At the same time, it is probable that the no one except Freshmen with last names starting with A, B, or C is in a position to authoritatively dispute a criticism of the lecture program. The question period seemed to some of us, burdened with the memory of the past, somehow tenuous and vaguely unsatisfactory. Rarely was a lecturer's argument clarified. Often the speaker appeared unaware or uncertain of his particular function on those occasions. Other lectures might be mentioned . But we must forebear, for fear that in a happy book we dwell too long on our~ poverty. Sunday evening meetings were, with few exceptions, tete-a-tete. A very spotty series, lack of publicity and promotion and student lethargy contributed to making the meetings no great success. Mr. Marquis Childs and Nicholas Nabokov were among the more successful speakers; a seminar on students on the G. I. Bill of Rights and a forum on the Truman Doctrine provided variety. Part of the problem that faced the committee which arranged the series was the difficulty of securing attractive speakers on short notice. With plans for next year's series being made well ahead of time, we can hope that the Sunday Evening Meetings may again be come as important and useful a function as they have been in the past. 39 �Press, Politics and Scripture Everyone must have noticed that the Collegian came out this year as regularly as clockwork into which someone has thrown a handful of sand, and some people have wondered why. Actually no one threw sand, but then there was no clockwork. Printers, who are supposed to be a sort of clockwork, were not interested, and when they took on the paper as a favor they guaranteed nothing. A staff, which is also a sort of clockwork, hardly existed. A hurried meeting in the coffeeshop or somebody's room to read proof and paste up the issue was the only kind of organization the Collegian had, and a hollow laugh greeted all who were so naive as to ask when the next meeting or issue would be. Writers were also required, and most of us agree with Socrates, who regarded wntmg as a stiff and debased kind of talking. Fortunately the Collegian had Bill Goldsmith as editor. Goldsmith is a mainspring of no little tension, and when his expanded wheels whirred, even the press rolled, and an issue appeared. The Yearbook Staff line movie reviews. The Yearbook during the war years suffered from the manpower shortage just as did every other campus activity. This year, however, another blight nearly caused the death of the college annual: failure of man's native instinct for self-perpetuation. It was not until the middle of the year rhat a frantic plea on the bulletin board brought to light the fact that the Yearbook .staff was complete! y nonexistent. The failures have been noted : irregularity, a ponderous, pontifical tone, a chronic lack of imaginative writing. Perhaps the accomplishments should also be reviewed. First, the issues were bigger and denser than they were during the paper's wartime nadir. Second, the Fine Arts columnists gave up previewing the local movies and tried, at least, to do something about the fine arts at a liberal arts college. Third, the precedent was set for reproducing works of graphic art. Fourth, a number of new talents were discovered. And finally-somehow this seems most important-humor hopped up on the lecture platform and thumbed its nose, sometimes at us, but sometimes just for fun. For several days the notice was greeted with shrugged shoulders and averted eyes, but eventually an editor was located . An initial meeting met with a fair degree of response and students cheerfully took home assignments which they promptly forgot. Unfortunate experiences with professional photographers led to the adoption of an allstudent photography staff, headed by Bill Lieb, in an attempt to produce greater informality and closer working relations between the editorial and pictorial branches. In sum, the Collegian seems to us to have been one of the brighter spots of the year. We can scarcely remember when it has been more actively read and discussed, more looked forward to, and more a useful part of the community. Its failures were artistic; its enthusiasm and genuine interest made up in large part for its literary shortcomings. Further, the criticism and new ideas that the year produced suggest that the Collegian will go on improving. A forum of interested critics met during the year to discuss specific suggestions for improving and broadening the scope of the paper. Informally, the critical p'rocess was continuous. The Collegian has definitely become more than a broadside of crushing one Over a thousand photographs were taken to balance the lack of professional experience with an ample choice of informal pictures, resulting in occasional disasters and a few unusual illustrations. Even more damaging, however, was the usual dearth of cooperation on the part of the subjects, which caused the staff to resign itself to the fact that a representative group means anything from ten to fifty per cent of the entire body. Despite the handicaps, the Year book functioned ressonably well in a non-existent sort of way, and considerable literary talent was reluctantly unearthed. 40 �Despite hopes to the contrary, the Student Polity failed to come out of its swaddling clothes this year. A grand and glorious future lies before it, but for the time being, the Polity has been confined to such subjects as the repair of broken toilet seats, and, more loftily, the granting or revoking of organization charters. It has been the belief of the Administration that eventually the Polity will grow into long trousers, at which time the Polity, that is, the students, will be able to govern themselves actually. More specifically, the plan which has been considered is to give the Polity the responsibility which the Administration now holds of handling the purse strings by which campus organizations are sustained or killed. As long as discussion centers about the need for student government, however, and as long as meetings can gather no more than a handful of the membership, swaddling clothes will be in order and the student body will kill itself by failure to recognize and meet the real issues confronting it. Chris Hovde and Tim Anderson, as Moderator and Secretary respectively, produced virtues that were pobably invaluable to the Polity at this stage of its growth - to wit, patience and persistence. Throughout a long and often discouraging debate on the quorum issue, they led the faithful with a determination that the Polity should function, whether as a mass meeting or as a job for the few who were willing to accept their responsibilities. Faced with the impossibility of operating with existing quorum bylaws and large scale indifference, the Polity seems to have at least clarified one point. If political action by the entire community is impossible, political action by the responsible few is desirable and, by the end of the year, was operating. Only uniquely veterans activity on the campus is the Americans Veterans Commi ttee, whose membersh1p includes a good per centage of ~he veterans in school. Founded in 1946, the local chapter has expanded its activities this year and has made initial strides toward broadening its membership to include town veterans. A mass meeting was held at the Armory, in February, where beer and an AVC guest speaker from Washington drew an interested crowd of several hundred non college ve terans. Since that time a numlber of town members have been enrolled and the chapter's object is to leave a permanent town membership in Annapolis when the present veteran students move on. A raffle at the Spring formal brought to A VC a substantial sum toward reducing its deficit and to the Nelsons The Polity Gets a n Enthusiastic Turnout a handsome but transient liquor supply. Also, the chapter gave a beer soiree as a pre-dance function earlier in the year. Under Chairman Philip Camponeschi A VC initiated in February a series of weekly forum radio programs with members of the organization and guest participants speaking over W ASL on a variety of subjects. Membership in the Annapolis Veterans Council, with other local veterans organizations furnished an opportunity for contact with other local groups. This wasn't too fortunate since some of the other organizations felt that among the things Ann apolis needed was less interest from A VC. AVC, like the Polity, found that good will was much more prevalent than active work in the community, and the activity of the chapter must be credited largely to a small hardworking group. Politics on the national scale found the community as allergic to action as did politics on the campus level in the Polity. Although the age of the Greeks gets wonderful coverage during the entire Freshman year, the great Hebrew stream which has poured into the Western mould is bruited over at a fairly rapid pace, primarily in the Old Testament, to which approximately three weeks of seminar tim e is given. To make up for this lack of emphasis, Mr. Kaplan conductect a weekly Bible class to pore over the mystery and beauty found within the pages of Genesis and Exodus. Possessing a deep knowledge of the lives and times of the patriarchs recounted in these pages, as well as being in living touch with the " tradition of th e elders" from which to draw inspiration and guidance, Mr. Kaplan's dual perspective is invaluable in linking the Hebrew insight with that of the Western civilization. The Bible stories, under his guidance, are made to yield telling commentaries on the problems of the spirit with which_ man wrestles today. Conducted und er a somewhat similar arrangement to Mr. Kaplan 's class, Mr. Winfree Smith held a Bible Reading Class, consisting of readings from the Epistle to the Romans and the Gospel accord ing to St. John, in which an attempt was made to reach some und erstanding of what was being said there, to consider the traditional interpretations, and sometimes to investigate the significance of its advent on the liberal tradition. Attendance was never large, but regular, and discussion was unhurried and unusually relevant. Those who attended were thankful for an open and sympathetic approach to the thorny problems Christianity presents to the thinking believer and unbeliever alike. AVC �The Ne-w Era Much has been said about the Veteran already. He was in every class, every organization, every activity. But he was not a veteran; he was merely a returned student, another St. Johnny. In one respect, however, he was unique. Except in a few rare instances, family life and college had never been attempted together before. During his time in the service, however, the Veteran had plenty of time to think, and one thing he thought about was himself. He had a job, he might not live much longer, and time was passing. reports: they were studying too hard, playing too little. There was an uncomfortable suspense in the air. They were serious above all; never had so many people flooded the Assistant Dean's office to see their grades. When the war was over, many of the former St. Johnnies found themselves with intellectual curiosity and half a liberal education. Many who had never been to St. John's had the former. And so they came, with their wives and their children and everything else they had acquired in their absence. Back to their books they returned, startling those who saw them with their childlike eagerness, their rabid ambition. The Dean was alarmed by the first Even before the end of the 1946 year, word was announced that the college would receive four former Army barracks to be used as housing for veteran students, but it was nearly Christmas before the units were ready for occupancy. Twelve fortunate families emerged from one room apartments, country homes, and communal living with in-laws to spend the vacation painting, scrubbing, varnishing and decorating their new homes. The suspense is not gone. The veterans have given too much time already. Two, three, four years have slipped into the unreality of the past, and time passed now cannot be time wasted. Wh at the summer will do, no one can prophesy. Perhaps the change is permanent; perhaps it is only a fad. , 42 �Kathy There were disadvantages to the flimsy constructions (As one wife put it: "The walls are so thin I sometimes wonder who's love life I'm leading"), but a home was a home and there were good sides too. The atmosphere was congenial and pooling babies was no uncommon occurence as families took turns stepping out. By the enu of the year the housing units were considered a great succes.s and the variety of decorative talents exhibited was further tribute that every man can be a liberal artist. Betty and Julie Nancy �Books and Coffee Events: The King William Players held a senes of readings in the Book Store, stories by Kafka and an elegant version .of Wilde's "The Importance of Being Earnest." Any attempt to advance the fine arts at St. John's deserves notice, and these readings must also be praised for their intrinsic excellence . . . Rogers Albritton parodied auctioneers a:t a book sale, and incidentally cleared the Book Store of a lot of old timers . . . The Freshmen gave the Sophomores a thank-you beer party in the Junior Commons Room at which there was still beer left after everyone had stopped drinking! ... A number of exhibitions of reproductions were presented throughout the year in the Junior Commons Room; Mrs. Bingley exhibited some of her work, and the Spring Art Show opened shortly before June Week . . . Bill Brubeck's wife joined the staff of the Book Store, and LeRoy disappeared during the Spring term. So went the year in the Basement of McDowell. The mysteries of the Senior Commons Room are impenetrable, but the daily routine of the rest is well known. In the Coffee Shop weary students woke up with LeRoy's coffee or ate late breakfast. Across the hall in the Junior Commons Room a great deal of last-minute cramming for math tutorial was evident. The Book Store was the haunt of browsers and (during the hot days) haters of heat. In the afternoon the Coffee Shop filled up with people taking a break from the lab, and in the evenings, from the Books. But things were not as they have been. Once we went down the rabbit hole, when we entered the basement of McDowell, but now we are disenchanted. The basement has become a place where thin coffee and expensive milk are sold, where books are sometimes bought, and where we collapse between classes. Where are the mighty after-seminar conversations of former years, when the world seemed teetering on the brink of a new discovery of truth? Where are the doughty opponents who, sitting at opposite ends of a table, tilted and boxed far into the night, and the spectators who, sitting all round on the edges of their chairs, and turning their faces from one warrior to another, now dashed unscheduled into the fray, and now dropped away, exhausted by the titans' battle? Where, oh where? Lost in the limbo of time, and now we have thin coffee and milk at ten cents a bottle. 44 ��46 �DIRECTORY CLASS OF 1947 IRVING VICTOR ABB . STEPHEN GoRDON BENEDICT . STEPHEN WINDSOR NrcHOLAs DANIEL F. RoBERT TRISTRAM JoHN G. BoNADIES . . BuNTING . Jos EPH ScoTT JULIAN BERGEN .. p. THEODORE EDWARD DoRF . ELLIOTT . DAVID ERNST . MAURICE ALLEN JR. DESJARDINS ABBOTT wILLIAM CAMPBELL, ABBEY GoDSCHALK GoLDSTEIN JoHN GoRMLY . CARL ScHLEE wILLIAM HAMMEN . EDWIN HARRIS . JosEPH FRANcis HoLLYWOOD, JR. RICHARD JosEPH EAGLESTON IGNATIUS T. CASIMIR JAMESON ... KILLORIN, JR. KROL HENRY RESOLVED MACK . JoHN MATHEw RoBERT MoRGAN . WILSON MuELLER . CHARLES ARTHUR NELSON . JoHN NEWTON LINDSAY 0PIE . . RowELL ANTON voN MAcr us ScHLIECHER JAMES wILLARD HAVEN ELY WILLIAM SHARP . SIMMON S GIDEON SPOHN, JR. HERBERT WILLARD STERN . EucENE VrcToR CHARLES JoHN THA U . LIN CO LN VAN VAN DoREN DoREN RoBERT RussEL L WErss . HENRY THEODORE ANDREW WENSEL , SHREFFLER JR . . . . . . . . . . . . . . . WITWER, JR. wARREN SEYMO UR ZEIK . RoGERs GARLAND ALBRITTON GERALD ATTERBURY . EARL SECORD BAUDER, JR. SAMUEL BANCROFT BIRo, JR . . DoNALD GRANT BouNDS . WILLIAM HuRsT BRUBECK WILLIAM CHESTER BucHANAN, JR . .. RAY CHARLES CAVE . THEODORE WILLES CLARK . PETER CLOGHER .. RoBERT MITcHELL CouRTRIGHT . RoBERT ORvAL VERNON E. DAVI 3 . DERR .. DAviD DoBREER . ALAN EcKHART .. 239 Dill Avenue, Frederick, Maryland . . Scarborough, New York . .. I89-20 II6th Avenue, St. Albans 12, New York 47 Main Street, Winsted, Connecticut . . I2I3 Oakhurst Place, Baltimore, Maryland . .. "Gray Gables", Old Orchard Beach, Maine . Apt.2-K North, Scarsdale Manor, Scarsdale, New York w6 High Street, Chestertown, Maryland . . 449 Spruce Street, Aurora, Illinois . .. . P.O.Box 67, Cordova, Maryland . . 74 Porter Place, Montclair, New Jersey . . . 3910 Southern Avenue, Baltimore, Maryland ... 767 Hopkins Street, Sewickley, Pennsylvania Linkwood, Maryland . .. 28 Golfside, Saginaw, Michigan 49 Continental Avenue, New York, New York . Fallston, Maryland . 305 East 37th Street, Savannah, Georgia . .. 2I52 West I8th Street, Chicago, Illinois 6 Kings Highway, Dover, Delaware . . . .... . 2rr8 Robinwood , Toledo, Ohio . 2667 North Summit Avenue, Milwaukee II, Wisconsin 3III Wisconsin Avenue, B<~ rwyn, Illinois 22I N . Royal Street, Alexandria, Virginia 7 Archway Place, Forest Hills, New York 719 Front Street, Freeland, Pennsylvania . 128 22ncl Street, N.E., Cedar Rapids, Iowa . I7I5 Rita Road , Baltimore 22, Maryland . .. 74I North 37th Street, Philad elphia 4, Pennsylvania 900 Grand Concourse, New York, New York . ....... ... .... 393 Bleecver Stree t, New York, New York . 393 Bleecker Street, New York, New York .. 210 Academy Avenue, Federalsburg, Maryland . .. rr3 W. Thornapple Street, Chevy Chase, Maryland . .. .. .. 350 N. Raynor Avenue, Joliet, Illinois . .... 8o6 Avenue C, Bayonne, New Jersey CLASS OF I948 . 5I8 Cumberland Avenue, Somerset, Chevy Chase, Maryland . Maidstone Farm, Annapolis, Maryland . . . 132 Atkins Avenue, Lancaster, Pennsylvania . ....... 2300 Willard Street, Wilmington, Delaware 223 New York Avenue, Salisbury, Maryland 29 College Avenue, Annapolis, Maryland . . . 240 Oakhill Road , East Lansing, Michigan .... cl o St. John's College, Annapolis, Maryland . .. 42 Ridgeway Circle, White Plains, New York . .. 359 Hillcrest Road, Englewood, New Jersey . .. 406 West Calhoun Street, Surnter, South Carolina . . R.D.r, Scottdale, Pennsylvania ....... r62r E. Oliver Street, Baltimore, Maryland . ...... . 366 N. Spalding Avenue, Los Angeles 36, California ro25 Pin e Street, Winnetka, Illinois 47 �DoNALD SEMADENI ELLIOTI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Morris Avenue, Lutherville, Maryland HENRY R. FREEMAN, III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Beaver Street, Sewickley, Pennsylvania ALVIN FRoss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 429 Broadway, Bayonne, New Jersey C.WESTCOTT GALLUP, JR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Brayton Street, Englewood, New Jersey JoHN PARKER GILBERT . . . ... ... .... .. .. . .. .. . .. ...... .. .. . ... .......... R.F .D. Box 87, Vineyard Haven, Massachusetts WILLIAM MicHAEL GoLDSMITH . .... ....... ........... ..... .... .. . ... . . 23 Fife Street, Forest Hills, New York BERNET GEORGE HAMMEL ... ..... . ....... . ... . . . .. ... .... .... . . . . . . . 89 N. Essex Avenue, Orange, New Jersey .t.ARL JuosoN HENDRICKSON . . . . .... . .. . . . . . ..... .... . ... . .... ... ... . . . . . . .. .. 8101 Harford Road, Baltimore 14, Maryland CHESTER PETER HEWITI . . . . .... .. ......... . . . ... . .. ......... . 391 Eastwood Road, Woodmere, Long Island, New Yark DAVID ABBEY HooKER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3210 E. Willard Street, Tucson, Arizona CHRISTIAN ARNESON HovDE .. .. .. .. ...... . ... ... ...... .. . ..... .. . . . ... . . .... 66 West 12th Street, New York II , New York H. B. GERALD HoxBY . . . . . . . .. . . ..... . ........... . . ........ . . . . ... 3837 Jndian View Avenue, Mariemont, Ohio DoNALD STANLEY KAPLAN ... . .......... ............ .. . . . ..... .. .. 61 Brandegee Avenue, Groton, Connecticut MicHAEL CHRISTOPHER KEANE . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 497 Sixth Street, Brooklyn 15, New York ARTHUR DAVID KELso, JR. . . . . . . . . . . . . ........... . . Sycamore and Maple Roads, Linthicum Heights, Md. LAWRENCE LESLIE LEviN ..... ...... . ....... . ..... ... . .. .. .... .. . . . . ...... -40 Ardmore Road, West Hartford, Connecticut DAviD BARRINGTON LowoENSLAGER . . ...... .......... . .. 239 W. Lafayette Avenue, Baltimore, Maryland JoHN DuNCAN MAcK . . . . . . . . . . . . . . . . . . . . . ........ .. . ..... 18 West 8th. Street, New York, New York CHARLES FERRis MAIKOFFSKE . ................ . . . . . . . . . 49 Martling Avenue, Pleasantville, New York ALAJ'o; ScHuTz MAREMONT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 5427 Greenwood Avenue, Chicago, Illinois JACK LANCASTER MAsoN . ........ .......... . .. .. Lighthouse, Harve de Grace, Maryland RicHARD LEWIS MATTESON . . . . . . . . . .............. ..... .... . . 52 Tarn Terrace, Frostburg, Maryland CLARENCE RoBERT MoRRIS, JR. .. . . . . . ................. .. ............... . . .. 1605 Watchhill Road, Austin, Texas OswALD NAGLER ... ...... . .. . . . ............... .. . . ... P.O.Box 6os, Perry Point, Maryland JuLEs OLYMPia PAGANO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 333 West II'th. Street, New York, New York MoRRIS A. PARSLow . ....... . . ........ .. .. . . 1605 Ada Street, Muskegon, Michigan MILTON PERLMAN . ............. ......... . . ... .. 164 N . McLean Boulevard, Memphis, Tennessee WILLIAM WARFIELD Ross .. .. .. .. .. .. . .. .. .. .. .. .. .. .. . .. .. . . . .. . 5407 Hampden Lane, Bethesda, Maryland RoBERT JULIAN ScoLNIK . ...................... . .... .... . . . 690 Gerard A venue, The Bronx, New York WILLIAM WESTERMAN SIMMONS .. . ........ ............ .. ... . . .... . .. . 128 22nd Street, N.E., Cedar Rapids, Iowa JoHN CALVIN SMEDLEY . ......... . ... ........ ......... ... . ·...... . 2 Maryland Avenue, Annapolis, Maryland LANGFORD WHEATON SMITH, JR. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1864 Capistrano Avenue, Berkeley 7, California WILLIAM KYLE SMITH, JR. ............... .... St. John's College, Annapolis, Maryland RoBERT LEE STERLING . . . . . . . . . . . . . . . ............ . .. . . 49 Asbury Avenue, Crisfield, Maryland STEPHEN WAYNE TERRY, JR. ............ . . II5 East 6rst Street, Indianapolis 5, Indiana RoBERT TREAT THOMPSON . 3426 Morcom Avenue, Oakland 2, California GENE PERKINS THoRTON . ...... . . .. .. .. ..... 55 O'Henry Hotel, Greensboro, North Carolina GEORGE RoBERT TRIMBLE, JR. . ........ . North East, Maryland GEORGE MoNTGOMERY VANSANT . ......... . s8o8 44th Avenue, Hyattsville, Maryland }AMEs RooNEY WHETSTONE . . . . . . . . . . . .. 1666 Detroit Street, Denver 6, Colorado RoBERT CHARLES WILSON . . . . . . . . . ......... . . . 2625 Palisade A venue, New York 18, New York CLASS OF 1949 CLARENCE ALFRED ANDERSON, II . . . 16 Center Street, Randolph, New York RoBERT LoRn ARNER . . .. . ... .. . .. . . . ... . .. . . .... . .. . . . 504 Aspen Street, N.W., Washington, D.C. RoBERT JoHN AusTIN . . . . . . . . . . . .... .. ........ . . ... .. . ... Antwerp, New York HERBERT JosEPH BAER, JR. ....... .. .......... . . . .. . .. ... 266 Highland Street, Hamburg, New York CHARLEs CRITTENDON BALDWIN, JR.. ...... .. . .. 189-18A 35th Avenue, Flushing, New York TEDDY FRANKLYN BETTS .... . .... .... . . ........ . .648 Todd's Lane, Newport News, Virginia AARON M. BISBERG . . .. . ..... . . . .. ...... . . c/ o St. John's College, Annapolis, Maryland EuGENE BoKRAS . .. ..... . . ... 1813 Crompond Road, Peekskill, New Yark DANIEL BROCKHUIZEN ......... ... . .... . . . ... . . .... . .. ... . High Street, Saddle River, New Jersey JoNATHAN ERSKINE BROOKS . ........... .. . . ....... 2II30 Aberdeen Road, Rocky River, Ohio PETER F. BuRr. . . . . . . . . . . . . . . . . . . ...... . ...... . . 445 Garfield Avenue, Eau Claire, Wisconsin RoBERT WHITEHOUSE ·BuRNET . ....... ....... . II Jackson Street, New Rochelle, New York PHILIP ALBERT CAMPONESCHI ............ ................ . . 1739 Eutaw Place, Baltimore, Maryland 48 �jEROME HERBERT CANTOR .. . .. ...... ... ... .. . . .. . ... .... .... . .... ... ... .. 159 Ruthven Street, Boston, Massachusetts GEoRGE \VARTON CARDEN . . .. . .. . . . . . .. . . . . . . ... .. . .~.. .. .. . . . . . . . . . . . . . . . R.F.D.1, Upper Marlboro, Maryland ]AMEs WATSON CoNRAD . . ....... . ... .. . . . . .. .. ..... ... ... .... . .. . R.F.D.1, William Penn Highway, Wilkinsburg, Pa. CLARK RALPH CRIDLAND, ]R. . ............. ..... . ........ Box 243, R.R.1, Michigan City, Indiana GEORGE HowELL DAFFER .. . ...... . ... . ... .. .. . .. . .. ... ...... ................. 100 S. Courthouse Road, Arlington, Virginia EDWARD FRANCIS DALEY, ]R. . ........................... . .. 164 Linwood Avenue, Bridgeport, Connecticut PETER JoHN DAVIES . . . . .... . . .. .. . ..... .. . . . . ......... . . .. .... 174 Sullivan Street, New York 12, New York FREDERICK PARSONs DAvis ..... . . . ... . . . . ... . .. . ... . .. . . . . . . . . . 228 Hawthorne Road, Hopkins, Minnesota ANDREW DEWING . .................... . ... 200 Grove Street, Wellesley 81, Massachusetts RuDOLPH C. ELLSWORTH, II. . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . 1807 Lunt A venue, Chicago 26, Illinois CHARLEs THoMAs EuNICK, ]R. . ............ ....... ....... . .... 48 Bond Street, Westminister, Maryland PAuL CARLYLE EvANS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 403 Marshall Street, Syracuse, New York RoBERT DrxoN Fox . . . . .. . ...... .. .. .... ..... ... . . .. ....... . . • . . . 1329 College Avenue, Bowling Green, Kentucky JoHN ANTHONY FRANKEN . . . . . . . . . . . . . . . . . . . . . . . . .... 2 Sutton Square, New York, New York PAUL ALBERT FRASCA . ............................. .... ......... . . 3228 154th Street, Flushing, Long Island, N. Y. ALAN LAWRENCE GARGLE . ................ . .... .. ...... ... . .. . . . . . .... -456 Brooklyn Avenue, Brooklyn, New York DoNALD CLAUDE GoocH ... . . .. .. .... . ... . .... . .. . . . ... . . . ... . .. . . ............ 206 Lafayette Street, Abbeville, Louisiana RICHARD ScoTT HARRIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 W. Hannum Boulevard, Saginaw, Michigan JoHN P. HAYDEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 112 E. Bradley Lane, Chevy Chase, Maryland . ... 1518 Quarrier Street, Charleston, West Virginia E. BENNETTE HENSON, ]R.. . . ... .. .... . ...... . .. . ... .... ... . . . WILLIAM CRAWFORD HILL. . . . .... . . .. ..... . .... . . . . . ... ..... 1530 Wabash Street, Pueblo, Colorado ALLAN PAuL HoFFMAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 21 Herrick Drive, Lawrence, Long Island, New York HAROLD J. HYDEN .. . .. . . . .... :. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1128 East 17th Place, Tulsa, Oklahoma CHESTER ARTHUR JoHNSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 481 Weston Road, Wellesley, Massachusetts RowLAND A. JoNES . ........................... . ........ . .... .. 67 Broadway Street, Irwin, Pennsylva nia RALPH HALL KEENEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Lorraine A venue, Providence, Rhode Island PERCIVAL CLEVELAND KEITH, ]R. ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . Hub Hollow Road, Peapack, New Jersey WAYNE SEFTON KERWOOD ....... ............ . .. .. .. .. . ... ... . . . . . . . . . . . . . . . . . . ...... Fairfax, Virginia ]AcK KoNIGSBERG ....... . ... .... ... ...... . . . ....... .... . . ... ... . . . .. . . . . .. . . .... 967 48th Street, Brooklyn 19, New York CLARENCE J. KRAMER .. ........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 777 Catawba Avenue, Muskegon, Michigan IAN CAMPBELL LEA . ... . . .. . . . .. . . . ........ . . .... .... .... ... . .. . . . . ...... . . .. .. . . 126 Center Avenue, Lake Bluff, Illinois WILLIAM REYNOLDS LIEB .... . .. .. ...... . .... .. .. . . . . . . . . . . . . Moor's End, Rancho Santa Fe, California JoHN ]AMEs LoBELL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Cedarcroft Road , Baltimore 12, Maryland THOMAS DELMAR LYNE ......... . . . . .... . ... . .... . . . . . . ... . . ..... . ....... .. 55 Bank Street, New York q, New York PETER KIRKHAM MAcNAUGHTON . ........... ........ . . ... 2873 Pershing Drive, El Paso, Texas VINCENT WooD McKAY . .............. . ........ 320 Fifth Avenue, Montgomery, West Virginia GoRDON E. McNAMEE . . . . . . . . . . . . . . .... . ... 57 Prince George Road, Kensington, Maryland JoHN RicHARD MAGUIRE . ............................... . .. 2 Agar A venue, New Rochelle, New York ELLis WoosTER MANNING, ]R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Springdale, Brinklow, Maryland RoBERT IRWIN MARSHALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . 527 Roscoe Street, Chicago, Illinois EDWARD HECTOR MoNGEAU . ............. ......... . . . 10 Belden Street, Fall River, Massachusetts JosEPH PARKER MoRRAY .. . . . . . . . . . . . . . . . . . . . . ... . . 2322 Com!monwealth Avenue, Chicago, Illinois ALEXANDER BEAUREGARD MoRSE .. .. .. . .... .. ............ . 2023 Massachusetts Avenue, N.W., Washington 6, D.C. REINARDO PATRICK Lours MouRE . . .... . . ..... . ..... ... .... .. . LaPlata, Maryland DAVID BuRKE REA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8r6 Elm Street, Three Rivers, Michigan LYNN HoMER RoBINSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Morrisville, New York MICHAEL LEE RouRKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 802 Mullen A venue, Los Angeles, California ]AMEs PEDRo SALINAS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... 3521 Newland Road, ~altimore, Maryland BRADLEY JoHNSON SAUNDERS, ]R. . F" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 East 47th Street, Kansas City, Missouri ALLEN PoLKE ScHOOLFIELD, ]R. . ...................... . ...... 702 Market Street, Pocomoke City, Maryland LAWRENCE HoLT SHERMAN . . . . . . . . . . . .. ........ ...... . . 51 Magnolia Avenue, Garden City, Long Island, New York BRucE HARRis SINKEY . .................. .......... 8 Alden? Place, Maplewood, New Jersey LIONEL SPENCER STARER ... .... ... . . ... 1816 Baker Avenue, Utica, New York ERic ALBERT TEEL . . . . . . . . . . . . . . . . . . . . . . . . . .. ...... .. ..... 1714 Lindbergh Drive, Lansing, Michigan JoHN HENRY THoMAS . ...... .............. .. .... .... 3008 North Main Street, Racine, Wisconsin 49 �R.D. #7, 'Pittsburgh 2, Pennsylvania 2737 Devonshire Place, N.W., Washington, D.C. 65ro Ridgewood Avenue, Chevy Chase, Maryland . . I88 Candee· A venue, Sa yviHe, New York . ..... . . . .. .. 7IO Crown Street, Brooklyn, New York 1 . . I72I Wesley Aven ue; Evanston; Illinois . ... .... I66 West Pearl Street, Cold~ater, 1Michigan 5 Sherborn Court, Winter - Hill ' 45, · Massachusetts RICHARD VAN DER 'VOORT Je>HN CAMPRELL WAKEFIELD .. JoHN CALVIN WALLACE . Guy OLIVER WALSER~ JR . . DAVID B. WEINSTEIN . TERRY HuTcHINSON WELLS . JoHN ScoTT WooDWARD .. RICHARD WESTON YOUNG . ........... . I. CLASS OF I950 0 ' JosEPH MAYER ABww . 37 Summit Avenue, Salem, Massachusetts JAMES WILLIAM ARcHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. Main Street, Frametown, West Virginia ERNEST LYNN BARTLE · . . .... .. .... .. . . .. .. .. ... ... . .... . .... ~ . . . . . . . . . . . . I900 Wd t Clinch A venue, Knoxville, Tennessee FREDERICK JAMES ·BEARDSLEY .. .. ·. .. .• . .. . .. 3207 Grayson Street, Baltimore I~, Maryl~nd LEoD DAw BEcKER, JR. . . . . . . . . . . . . . .. . . . ......... ·.. Alfalfa Hill, Milford, New Jersey ·,. DoNALD LEwis BREEN . ALAN BuRRuss BRINKLEY . . . } Gainesville, Virginia .... ' Baconton, Georgia . I7o6 I Street, Bellingham, Washington ... 4357:Y Burns . A venue, Los Angeles 27, California z GEoRGE HARRIS CoLLINGWOOD, JR· ... . ... . . . .. .. I245 Crittenden Street, N . W., Washington 11, D.C. RrcHARD TowER CoNGDON ......... ...... . . ... . ... . . . .. . ... . . .. · . . ..... . 22 Lewis Street, Auburn, New York JosEPH WILLIAM CooPER . . ...... . . 685 West End A venue, New York, New Y~rk PATRICK DARRELL DAVIS . ·.... I8I9 "G" Street, N.W., yYashington, I?:C. ''RrcHARD HoLMEs DAvis . . .......... I9I East Walton Place, Chicago n, Illinois WJLLIAM CURWEN DAVIS . ..... . . . . 908 Grandview Street, Scranton 9, Pennsylvania EDMOND EvERETT DrTuLLIO . . . . . . . . . . . . 43-06 Morgan Street, Little Neck, Long. Island, . New York MATSON GLENN EwELL . 630 East Avenue, Rochester . 7,· 'Ne;, York HERBERT SELIG FEINBERG . 411 Edgewood Avenue, Edgewood, ;Pennsylvania EDWARD FERSHAU ....... . . . . ... ...... 235 Midwood Street, Brooklyn, .-New 'York w. BERNARD FLEISCHMANN . 33I9 Winterbourne Road, , Baltimore ID, ~Maryland JAMES HARTWELL FRAME . . I4o8 Polk . Str~·et, Wichita Falls, ·Texas THOMAS GEORGE FROMME . 309 Washington Avenue, Bellevue, Kentucky JoHN RoBINSON GARLAND ...... . .... ..... ... .. .... . .......... ... .. . ... .. . 67 Dunnell Road, Maplewood, New Jersey CHARLES FRANCIS GENTILE . 416 Clements Bridge, Barrington, New Jersey RoBERT LAWRENCE GoLDBERG 4726 N . Central Park, ~hicago 25, Illinois ~OBERT ALLEN GoLDWIN . .740I Collins A venue, Miami Beach, Florida THEODORE WILLIAM HENDRICKS, JR. . . . . . . . . . . 26I4 Robb Street, Baltimore I8, , Maryland RALPH JEFFERSON HERROD . c/ o St. John's College, Annapolis, Maryland HENRY BooTH HIGMAN . ' .. . Millington, Maryland RoBERT STANLEY HoDNEFIELD . I 14 Strand, Hermo~a .Beach, Califor~ia GEORGE HoFRICHTER . . . ............ R.F.D.#r, Suffern, New York IRwiN THoMAs HuNT ...... . . . . 340 West 87th Street, New York, N ew York RoBERT NoRIKIYo 'IKARl . .... .. ·.. . c/o Nuuanu Y.M.C.A., Honolulu . 39, T.H. MrcHAEL MAx JACKSON . ........ Box r663, Carmel, California HARRY HERMAN KASTE . \ . Route r, Neway~o, Michigan CARROLL MoNTGOMERY KEITH . . . . . . . . . . . . . . . .. . . . . . . . . . . . Wyman Park Apartments, Baltimore, Maryland FRANCIS WILLIAM KELSO . 333 Maple Avenue, Linthicum Heights, Maryland DAviD HENRY KuH ........ . . . .................. 870 Bryant Street, W innetka, Illinois JEROME GABRIEL LANSNER . .... I693 Nelson A venue, New york New york DoNALD Lms LEAVIN . .... .. .. . . . . . . . . . . . . . . . . . . . . .. . . . . . ..... 320 Riverside Drive, New York, New York CHARLES DAVID LEWIS, JR . ... ... . . ..... . ... .. .. 19 Washington Squ; re North, N'ew York · II, New York 0 0 • •• ••• • • • 0 0 •• • • 0 0 . 0 0 • • •• . •••••• • •• • • ••• • 0 • • • • •• • • •• 0 ••••••••• •• • ) s3, 0 • • •• •• 0. 0 . so �CHARLES RANLET LINCOLN .. . . .. . .. .. . ... . . . . . . .cl o St. John's College, Annapolis, Maryland . .. . .. .... 2045 North 62nd Street, Phi ladelphia 31, Pennsylvania JoHN J. LocuE . . ..... .. .. . . . ...... rr3 W. Washington Street, Hagerstown, Maryland PAUL DAVID MALCHENSON . . . .... .... ... .. .. _ . . . . . 267 Crescent Street, Northampton, Massachusetts BuRNSIDE EAsTMAN MARTIN .. . . . . . . ... . . . 64 Bank Street, Bridgeton, New Jersey THoMAs JoHN MEYERS ........ ..... . . GEORGE BERTRAM MILLER, JR . . . . .. . ... -. . . 419 Broadway A venue West, Watertown, New York . . _. . . . . . . . . . . . . . . . . . 318 East r8th Street, New York, New York MrcHEL MoK II ...... . . ... ......... . . .. _. . . . . . . . . . . .cl o St. John's College, Annapolis, Maryland CHESTER GILBERT MooRE, JR . . BEN MosKOWITZ . . .. . _. .... . . . . . . . . . . . . . 772 Boulevard, Bayonne, New Jersey . .... ... .... .. ..... . . . . _. ...... .. . . . .Boo Avenue H, Brooklyn, New York JosEPH Loms NADLER . ]AMES HERBERT RIGGS, ]R .. ......... 5rr8 Chicago A venue, Omaha, Nebraska EDWARD JosEPH RoETHEL. ..................... . . . . . 7834 79th Lane, Glendale, Brook! yn 27, New York .. . .. .. ... _... . .. . . _. . .......... . ... 15 Gilmore Street, Everett, Massachusetts JOHN WILLIAM SANBORN . FRED ERNEsT ScHUCHMAN, JR . . . . . . . . . . . . .. . . . . 5457 Dunmoyle Street, Pittsburgh 17, Pennsylvania EARL BROADUS SHORT, JR . . . ..... 141 Marshall Street, Petersburg, Virginia . . . . . . . . . . . . . . . . ... . THoMAs KINe SIMPSON . . . . . . . .. . . ............ Kensington Court, Glens Falls, New York JoHN MARQUis SMITH . . .. .. 632 East 5th Street, Cherryvale, Kansas PHILIP HARTLEY SMITH .. . .... Box 32, Woodstock, Ohio RoBERT NoRMAN SPERBER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 Riverside Drive, New York 25, New York JoHN STERRETT ...... ......... _.. . . ... 1231 Wayne Avenue, Topeka, Kansas DAviD CoRBIN STREETT, II . 712 Park Avenue, Baltimore r, Maryland TYLDEN w ESCOTT STREETT . . .. 712 Park Avenue, Baltimore 1, Maryland RoBERT DRAKE TAYLOR . . .. .. . . . . - .............. 19505 Lighthouse Pte., Grosse lie, Michigan GEORGE HENRY THANHARDT Bellevue Apts. # 4, LaPorte, Indiana RoBERT ALFRED THoMAS . . .. .. ... . ... Route 1, Box 51, Littleton, Colorado GEORGE EDWARD THORNTON . 9II Dwight Street, Holyoke, Massachusetts RALPH EDwARD ToMPKINS .. . ... 2219 South Avenue, Niagara Falls, New York RoBERT THEODOTE TowNSEND . 741 Miles Avenue, Billings, Montana GEoRGE UsDANSKY . . . .. .. . 155 Belmont Avenue, Springfield 8, Massachusetts LARRY KALMAN VoLIN . . .1871 Ingleside Terrace, N.W., Washington ro, D.C. JosEPH SEEDs WARH URST. 781 Fifth Street, Lyndhurst, New Jersey PETER ANTHONY wHIPPLE . 305 Thackery Avenue, Catonsville, Maryland IRWIN HERMAN WIDDER . . . 84-51 Beverly Road, Kew Gardens, N ew York JOHN LETCHER WILLIAMS I 140 40th Street, Sacramento, California GRAHAM DE VouE WILLIFORD . . Fairfield, Texas MYRON LEE w OLBARSHT . 4313 Springdale Avenue, Baltimore, Maryland WILLIAM 0REM WOLLIN ... . .... . . . P.O.Box 904, Los Gatos, Califolllia Eow ARD JOHN YORK .......... . . 2927 Ludlow Road, Shaker Heights, Ohio MARVIN ZETTERBATJM . . .. 1898 Billingsley Terrace, Bronx 53, New York �� 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. 51 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Nineteen Forty-Seven Yearbook Description An account of the resource St. John's College Yearbook for the year 1947. Creator An entity primarily responsible for making the resource Smedley, John C. (editor) Publisher An entity responsible for making the resource available H. G. Roebuck and Son, Baltimore 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 1947 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 1947 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ad1161782f9a10627265c38403763a67.jpg fa21ed46677f32450d825fa40b1cc916 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 8.75 cm. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0200 Title A name given to the resource Stringfellow Barr and Jacob Klein and Charles A. Nelson Seated at a Table in the King William Room during a Graduation Seminar, St. John's College, Annapolis, Maryland Description An account of the resource 1 printed image Date A point or period of time associated with an event in the lifecycle of the resource 1947 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Presidents St. John's College (Annapolis, Md.). --Deans. St. John's College (Annapolis, Md.). --Faculty. Barr, Stringfellow, 1897-1982 Klein, Jacob, 1899-1978. Nelson, Charles A. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Deans Honorary Alumni Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bbb48ca9b01d4fb479eaefd8f9acc401.jpg 9b77f6d4f1bf2492e4a405710c181c7f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2238 Title A name given to the resource Aerial View of Proposed New Campus in Stockbridge Bowl, Massachusetts Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1947 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/309768b3f8ec4f3f0ff4d7f89469c37c.jpg aac448a834716db50438a18592d6c8ea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2423 Title A name given to the resource Women with Strollers, Children, and Man outside of the Married Student Housing, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic copy from the St. John's College yearbook : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1947 Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2dbc55d3a55a373690df6435ad7bbb86.jpg 715113ea7b7ec1e028af72c6a8ff2288 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 12.5 x 18 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Unknown Title A name given to the resource Simon Kaplan Standing outside in front of an Open Door, St. John's College, Annapolis, Maryland Date A point or period of time associated with an event in the lifecycle of the resource 1947 [circa] Description An account of the resource 1 photographic print : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0050 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Subject The topic of the resource Kaplan, Simon. 1893-1979. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Tutors