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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 paper Physical Dimensions The actual physical size of the original image 11.5 x 9 cm. 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Creator An entity primarily responsible for making the resource Unknown Title A name given to the resource Jacob Klein and Stringfellow Barr Seated at Table, 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 photocopy of a page from the St. John's College Yearbook : b&w Identifier An unambiguous reference to the resource within a given context SJC-P-0059 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 Barr, Stringfellow, 1897-1982 Klein, Jacob, 1899-1978. Format The file format, physical medium, or dimensions of the resource jpeg Type The nature or genre of the resource still image Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8729710ec12c27a31e666006227221a4.pdf efd11ca10cb7124195fdc6880d06520a PDF Text Text J?age 14 ST. J 0 H N' S · C 0 LL EGE game. Matteson totaled 24 points for the Juniors and Bounds added 10 more , while the Sophomores were led by Moray, Kramer and Wall ace 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 fir st string lineup complete for the first time, Junior 3 took the measure of the Freshmen 74-40 , 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 56-24 victory , their first of the season. M oray tallied 14 points for the Sophomores, aided by ten points each by W oodward , 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 F reshmen 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 C ave 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 4 Cave-Juniorl Senior 1A 50 4 Bounds-Junior 3 43 Schleicher- Junior-Senior lA. 4 42 Widder- Freshmen 3 31 Team stand ings on December 8: W. L. Pts. 0.P. Junior 3 .. . 4 0 213 127 Jun-Sen IA 1 1 76 69 2 2 Freshmen .. .. 187 . 197 Sophomores . . . 1 2 Ill 106 Jun-Sen 2B .. 0 3 102 191 It was announced recently that the St. J ohn's basketball team, which has already racked up a win and tie with two of the Annapolis league members, has caught the eye of one of the tow n's leading sport enthusiasts and has jonied the league as the Annapol is Sportsman 's Center team, spo nsored b y Eddie Leonard. 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 fran chise fee necessary fo r admission to the league. Although the eight-team league schedules its games regularly on Fridays, the St. J ohn's five will play on Sundays at the Armory, with an admission fee of 3 0 cents for games. Kam ikaze 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 offer 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 unmentionable, There was a kind of dull rejoicing done There by the breach in the blue day w here 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 n othing b ut that some lived. And some died . A death no t mourned , though heroic To a Japa nese extent, it was celebrated For what it was w orth in not being correct d In its grand figure of wid e fleets all wrecke · 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 the hardest play in English to put on the stage. It is uniquely harrowing and terrible, inexcu sabl y uneven and hardly constructed at all. Its atmosphere of monstrous violence, corruption and catastrophe is unparalleled, but it is built up through straggling scenes and in spite of episodes that go beyond dramatic possibility-the " artificial figures " in wax, the madmen and so on . If the King William Players' performance had not been well done indeed it would have dragged unendurably and some of those creations of Webster 's humorless mind 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. T his audience, however, were more engrossed as the play went on, though if they we re not familiar with the text they must have been mystified at various points. I realize that after the intermission many who for one reaso n or another had got into the wrong building we re no longer present. Nevertheless there as W an increasingly intense inteFest in the second part that an indifferent production would never have got . I think we are justified in making a strong statement about this performance of Mr. Landau and his associates , namely t~at it was adequa te to a distinguished and very difficult play. We needn't hesitate to agree that it would 1 ~~ve been better if done by a small troupe or hight of angels. In particular more of it would ave been heard . There is an unescapable prob 1 em of communication here, no matter what you ~~tt to do about spectacular variety and fl.exr~ity of position and motion on the stage. th e pu~po se of speaking the lines is first to have e audience hear them , and in this kind of a 1 pay 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 import ant that everybody should be able to hear every line. It also seems to be agreed that that was not the case in t 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 ~ c :-:.1c::-ib::::: c :1~ y c ne , Mrs. Bays' s " I am D uchess of Malf. stiL, ' that was treated with the respect 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 was hard ly more than just another line, andto end this particularized complaining- few in the audience who did not already know it could have got the most famous line of all, Ferdinand's ' 'Cover 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 ex tensively debated matter of Mr. Salinas's performance as l""'eHlmanG. This chatacter towers over the ot hers. W ebster 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 the 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: h e 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 ca me to dreadful life on the �ST. Page 2 ST. JOHN'S stage. It was a remarkable acting achievement: not so good as if we could have heard more of what the Duke said, but really putting up there the violence and passion, the horrible obsession leading to madness and death. I don't know of anyone else in the College who could have done it. Having said that I add, wishing to do this as much in the way Thomas of Aquinas would have done it as is possible to conceded matter, that it would still be agreeable if Mr. Salinas would believe that passion, conflict, rage, cruelty, agony and the taint of madness can all be presented without hurtling words out in a series of shouts so they simply can' t be heard, and that variety and :flexibility and naturalness can be achieved without taking so much away from the audience. Mr. Camponeschi's Bosola, which I am sure many thought the high point of the play, was a brilliant performance, sensitive and incisive, done with fine dramatic feeling. He bc:is notable ease and mobility on the stage and a foir for these Jacobean parts , and if I think h~s performance was more like Volpone than Bosola I am no doubt wrong, partly because in the second place I have no good idea of what Bosob is really supposed to be. Whatever he is at heart, if anything, he has done murder and served in the galleys, he is a black malcontent, we are told more than once of his foul melancholy; probably he has a quality of the sombre, sinister, ominous and vicious that I missed in Mr. Camponeschi, who seemed to me rather more jaunty than less. However, maybe such a quality should not have been there, or maybe it was. Bosola was a :flexible and strong piece of acting and of course a vital part of the play. I suppose everybody liked Mr. Albritton's Antonio. This is a hard part too, not because it requires the presentation of gre2t pass~ons but because Antonio has so little positive dramatic <iction. The character is a kind that Webster was not very much interested in ; he remains a comparatively unoccupied figure. Mr. Albritton did the part with modesty and clarity, and cff ectively. Furthermore he has a good stage voice and spoke to be heard . That was true also of the other of the Arragonian brethren, z,nd of the Duchess of Malfi. Mr. Killorin was an imposing and memorable figure robed in scarlet and evil. Perhaps his performance was a little too restrained, but it conv~yed a dramatic impression of a man who as a Prince of the COLLEGE JOHN'S COLLEGE Page 3 Three Cold Season Songs Church was surely no better than he ought to have been . It is debatable if the Cardinal should have been so composed and imperturbable, such a courteous and serene figure. Perhaps the principle of evil could have been more reprehensively vital : It was, however, an intelligent, sensitive and solid performance. W e were lucky to have Mrs. Bays to take the p art of the Duchess. The poise, training and skill that this part demands could hardly have been found in a less experienced actress. Probably there has been no one else around here since Louise Platt who could have done it. A difficult part, requiring not o~ly strong emotional acting but plenty of management, the Duchess as M rs. Bays did it was a lesson in fine reading and an effective and enjoyable piece of work. It is a pleasure to express our congratulations and thanks to her. To Mrs. Pumphrey, Mrs . Adleman and Mrs . Spohn as well , good in smaller parts the competent acting of which was important to the performance. As for Mr. Landau , the excellence of the whole is his as well as the responsibility for anything and everything else. No one who has not directed or closely followed the directing of a difficult play like The Duchess of M alfi. kno ws how much sheer work, in planning, arrangi ng and contriving, it is, or how much fine theatrical intelligence, patience, self-control and sweetr:ess of spirit it takes, beginning after that point, to make it a succes~. The choice of this play was more tha.n dauntless ; it would have been pride if it had not turned out not to be. It was the best of Mr. Landau's productions at St. John 's College, which means I believe the best that has been produced h ere. Perhaps he could have continued more dourly to insist that the words of the play be heard . His stage handling of complicated and difficult action a.nd all the rest of tbe direction was strong, imagmative and technically very competent. His yearning for the :flamboyant (the word is not used reproachfully) burst out only once, I think. namely in the certainly not undelightful but still startling appearance of little Lord Fauntleroy, who after all is really in another work. In The Duchess of M alfi most of the great scenes are toward the beginning, most of t~e grotesqueries toward the end. To have kept t e play lifting was an artistic accomplishment on everybody's part. -F. K. B. Jerusalem and Athens I Most of us who spent Thanksgiving on the campus were at least thankf~~ not to have missed Mr. Strauss' lecture, Jerusalem and Athens:" Mr. Strauss, who would rather live at Jerusalem than at Athens (although one suspects he would want to be a visiting lecturer now and then ·at the latter) , first described areas of agree-. ment between Jew (Christian) and Greek. Pierce the mood of October and the bubble of all ]oy is burst; blow the wind but a trifle chiller and the clean light leap is cursed with the prickling pain of forming ice. II The fat man holds advantage now, and knowing this, he nourishes · his body 's soft round fort to fight a cushion war against the mood held in the ·solid sharp-edged air which cuts and tears and numbs to sleep. · Jew and Greek lived in male societies. J ustice, a male enthusiasm, was a common basis to both ways of life. Even the framework .of morality was similar: age was respected, family counted rather heavily, there was a tendency to~ards monogamy, slavery was possible. But look at the signs of a grand and awful area of disagreement: "Wonder" is the begir:nin er of wisdom for the Greek; for the Jew, it is, '~fear of the law." In all of Greek phi~oso­ phy there is no such thing as a sense of gmltand to the extent that sense made its way to the surface in Greek Tragedy, the philosophers condemned tragedy. Even a sense of "shame:' Ill had no meaning for Aristotle except as a rhet.oncal device for adolescant souls, that they might Grave simple-souled slim twig waiting to flower, you shiver unclad through the fated annua) grey; avoid error before the age of reason. In all the you starkly point your pain in the unblessed Gospels there is no reco~.d of Jesus laughi~g. ._:.,'. bower, He weeps on several occasions. I~ all the J?iabut hope is yours through hope, for hope you logues there is no record of Socrates weepmg. But he laughs at least once (be~ore his death may : since for you the lovely god empty bled, " when someone cries, " how terrible that they ·. · . socra t es y. was cut, o sweet; o harsh unlovely gaping :. have . condemned you unjust 1 I" wound! laughs, "would it be better if the'>'.' ~ad done .so that the brown sick langour of too-ripeness :fled, justly?") . If hope, fear and divme prom.ise characterize the Bible, then woncJ.er and seremty you might again blow fresh and greenly soon. mark Gr.eek expression. Fortunate eternal branch, perpetual youth and What is 'a t. the bottom of the difference ber-.. charm, tween Jew and Greek, both male peoples, both You .do but rightly humbly love the cycle life. stressing morality] It is this. Mo:ality, itself so kind to you ; -o hotly chasing e-Jery cold the needs authority and basis. The b~sis of Gr~ek s . warm , - Morality was speculation; the basis of Je:-r1sh Prings genially the Spring and ends that Nature- Morality w as the love of God. 1!-nd the d1ff e~­ strife. ence between asserting and denymg the omm- · potence of God is not a dialectical. difference. ,It Why drop not the brown crisp leaves from this is a difference in living and breathmg. exhausted stalk? No one has even established peace between No god· h as d ie d f or ·me wit h npeness now o ' er · · · faith and reason. When a philosopher (St . . filled · Thomas) accepts revelation, he ~laces his faith ., · anct the :oad of strict unf~lding I must walk much hicrher than his speculation. If there rush . , es me to death for what I never willed. arises an; variance, the latter is as stra':". When a theologian (Hegel) accepts the dictates of -EUGENE V. THAU. So this .encasement courses now, but the promise of Nature's flourishes, 'mid the massing womb-returning flight, dies fast, and sloth is now our food. 0 when the moderate time is near shall e'er we from our cocoon creep? �Page 4 ST. JOHN'S philosophy, his revelation marks strict time to his dialectical jig. One always swallows the other. A polite man, Mr. Strauss assumed our intimacy with Greek speculation, and only paused to show us what kind of an experience it is to go to the Bible for truth. Remember, one doesn't go to the Bible because there is a social need for revelation, or because philosophical morality is inferior to biblical morality. The only book in defense of the Bible is the Bible, and arguments of faith all prove to be circular. Two notes of caution before reading the Bible: (I) Don't pre-suppose that the author of Genesis is a - "theologian;" e.g. don't offhandedly equate the serpent with the devil. (2) Suspect any modern "Bible-Criticism" which explains the Bible to its own satisfaction in terms of "sources," and does not find it a problem why Moses selected this passage and struck out that one, from his source material. -Now look at what you can learn from the book of Genesis, chapters 1, 2 and 3. (The remarks that follow are by no means a complete report, but they indicate Mr. Strauss' approach.) ( 1.) God specifically calls, "good," everything He creates with two exceptions-heaven, and man. (Because man can disobey, and heaven can tempt?) (2) Of all knowledge, the knowledge of good and evil is ultimate. (23 The serpent was not commanded not to induce Eve to eat of the tree. Yet without previous law, the serpent is punished. God's revealed word does not reveal his full power or His full desire. Radical obedience is what God loves, and radical obedience requ.ires the divination of unpromulgated law-as when Abraham bargained with God for Sodom. ( 4) Again, Cain broke no law when he murdered his brother. But he failed to divine God's will. God is hidden. ( " I will be gracious to whom I will be gracious._ . ) Because God is hidden, heresies are an essential accomponiment of true faith. ( 5) Actions displeasing to God are turned to good: the banishment of Cain brought about the establishment of cities; the kingship in Israel yielded a David. Such talk is foolishness to the Greeks-to Plato and Aristotle who had their fill of envious Gods, and no proofs. But who can refute the man who believes? How can a philos- COLLEGE opher or scientist who premisses the impossibility of the miracular, disprove a miracle? Mr. Strauss assures us that neither side has ever refuted the · other. Consider that there are only these two heavyweights contending: philosophy and revelation. No third champion, such as art, offers to guide a human being through his life. In the Statesman, Plato, himself, draws the line .... " If there is no divine guidance, human guidance is the one thing needful." There are only these two, and neither can refute the other. Then how do these contestants stand against each other? Is there. any advantage either one has over the other? Don't we find that philosophy, the love of evident truth, requires of man that he suspend judgment, when circumstances are involved and unclear; and at the same time don't we find that life, at least active life, requires decision? Doesn't the philosopher have to admit (of himself) what Goethe once said, "Man as an acting creature lacks conscience." Further and more important, isn't it so that revelation makes no claim it can logically reduce its opponents, and that philosophy stands on its being able to do so? Revelation makes a boast of its own improbability. On the other hand , to choose philosophy as a way of life while there remains unrefuted some other way, is a partial act of faith in itself-an act which philosophy can not only not accept, but which, indeed , it must destroy. Of the two powerful contestants, Mr. Strauss finds that revelation has the longer reach. Since neutrality means either to be a lump o f cl ay or t,0 go mad , one must make a choice. In the question period , there were several discussions which seemed to be all things to all men. To one question-where Detroit placed itself in relation to Jerusalem and Athens-Mr. Strauss replied that he thought there might be something new under the sun, that modern man turned neither to Nature, nor to God for guidance, but to himself. -W. ZEIK. Sophomore On Seminars Now that the Founding Fathers have passed on to new worlds, it behooves us all to shoulder a measure of the responsibifity for the success of the new program. THE COLLEGIAN, it seems ST. JOHN'S COLLEGE Page 5 to me. might well serve as a medium of discus- so much of true judgment. Aristotle confrontsion and debate about the St. John's system ing the same problems can produce only so among those who know from first hand student much, too, but it may be that his product supand faculty experience what the system is really - plements mine. When I find in him an eligible doing. To keep the revolution alive there must opinion or insight not duplicating my own I be the severest self-examination and most can- am the richer for having understood him. did criticism by those of us who believe that the Understanding the content is important, program is essentially what a liberal education too, to a study of the later partic_pants in the i should be. Each of us should sense the signific- Great Conversation. In the replies and reance of the work left to us to carry on here and joinders that are heard down through the ages, with the best judgment we possess at the mo- each assumes his reader to have understood what ment, however faulty that may be by an absolute has gone before. standard, be quick to speak our minds with seriIt is this second utility of the books that the ous disapproval or applause. seminar is failing to exploit. None of us alone I start the ball rolling with some unfavor- can understand fully an author's meaning. But able remarks on our seminars. Are we exploit- fifteen or twenty of us working together toward ing them to the best advantage? Do they con- understanding can approximate it more closely tribute as they might to our understanding of than can one alone. Some part of the seminar, the books and to the improvement of our dia- preferably the first part, I should think, should lectical faculties? My answer to those ques- be spent in cooperative search for what the tions, which I gladly give you without even be- author is saying, in analysis and interpretation. ing asked, is an unequivocal "no." Fortunately, there will always be disagreements The books we read teach us in at least two as to the content of this what. Intelligible, ways. First, because they are intricate, compli- fruitful controversy, with the issues concrete and cated, and difficult, they make us work for their defined, will grow out of these disagreements. meaning. This painful digging into the auAt present that small portion of our disthor' s content is a valuable discipline in itself. cussion devoted to the books is in the main The mathematical books best illustrate this sort critical discussion . Because criticism to be ilof active discipline, because in them the actual luminative must be built upon understanding, conclusion reached, the proposition proved , is and since we give no time to the analysis and often commonplace and insignificant. It is the interpretation that produce understanding, our rigorous mental exercise that the proof provides criticism is inevitably dark and confused. As that gives a book of Euclid its pedagogical value. Ecclesiastes would have put it: "There is a The emptiest romance in Collier's weekly would time to examine, and there is a time to judge." be worthw bile to a freshman if it were written Premature criticism is worse than none at all, in Greek. All great books, even in English because it takes the attention aw ay fro m its translations, because they are elevated and writ- proper object of the moment. When a student ten by keen, taut minds with no tendency to in seminar proceeds directly to criticism based on multiply explanations and waste words, teach his particular reading of an author's content by being hard to understand, regardless of what without any attention to the varying interprethey say. This discipline the college is giving tations or lack of interpretation in other studus in healthy doses. ents' minds , he will either not be understood at all or will fail to persuade for not having first But the books have a content, too; the what justified the interpretation from which his criticthey have to say. And this what has its value, ism takes its departure. not much inferior to the hard how of the first discipline. It is this consideration of substance that prompts us to study Plato and Virgil in language tutorials and not selections from a Greek Colliers. The content is important, not because it is necessarily true or acceptable to belief, but for the same reason that two heads are better than one. My own wit confronting personal and political problems can produce only So much for what we ought to talk about. Now a word or two as to how we might do the talking. The seminar has proved such an effective device for drawing us out of ourselves, at least most of us, that it has made us captious and contentious. We are not as interested in clarifying an issue by helping the other man make his point as we are in demolishing an opponent �Page 6 ST. JOHN'S COLLEGE ST. by whatever tactic, legitimate or sophistical. gotten · around to doing this, not just in a few With too little shame we sabotage promising tutori~ls, put for . the entire college. No one discussion by irrelevant interjections. There is wants a freshman course in the Appreciation of reason to suspect that the popular radio pro- Poetry 1 ,of course-but (also of course) no one gram, "It Pays to ·be Ignorant, " which makes got on~ : The difference between such a course comic capital out of the crazy veering of dis- and Mr. Van Doren' s lecture is this, that the cussion. from one track to another, is a plagiar- former acquaints you with your professor's ism of a St. John's seminar. opinion of the meaning and beauties of certain These vices will disappe<J.r, I believe, only particular poems, usually without adding to when the seminar door is ope.ned to the thought- y.0ur ability to read other particular poems by ful pause. At present we have a dread of yourself, while the latter attempted to give you· u silence no less uneasy than a hostess at her te~ . an understanding of the p_ rpose and use of. party. If seminar talk were small talk to be- verse and some practice in the art of reading. it. guile the time, then this sort of . soli'citude -an understanding without which verse indeed against lapses might . be defensible. . But where seems useless folderol, ·and an art without which the topic is heavy and troublesome, complicated you can'.t quite get the idea of a poem. and important, we can suspect that an argument Since this, I believe, was Mr. Van Doren's that proceeds without pause is superficial. A purpose, and since h'is audience was, by and lapse in talk need not imply a . lapse in mental large, the uninitiated, I believe he might have activity. A few exceptional people .may be able reversed the order of his lecture, beginning close to engage simultaneously in straight thinking to home, with the verses themselves, and proand verbal expression, but . the rest of us need ceeding away and up, to the description of time for both if the end product is to be worth Verse, where in fact the lecture began. For imposing on the ears of others. though there is no exact science of;verse, and no one should expect mathematical reasoning from J .P.M. facts to the theory explaining the facts in a dis---10--cussion of verse, such a discussion might be more easily followed and more valuable if it began Mark Van Doren on Verse with the practical problem, which is reading No demonstration, however exact, will verse, and the n went to the rationale of verse. However we probably have no right to ask convince the butt-headed; and Mr. Van Doren 's kind of demonstration, which is far from Euclid- or expect Mr. Van D oren to change his style for ean, must certainly fail to change the minds of the occasion, since his style, like that of all poets, those who thump on their chests arid. .declare is inextricably tied . up with his meaning, and that verse is a lot of useless folderol, that· you . distortion of one distorts the other. Mr. Van can say it just as well in prose, if you haue Doren approaches his subject as a sculptor apsomething to say: in fact a lot better~ " For- : proaches the rough stone. He chips off an aphortunately these are rare beasts, rarer than they ism here, and chisles a simile there. He works seem at first glance, for a se<'.ond look 'a t such . on the front a · while, · then moves to the back, chest-thumpers will usually discover, beneath • ·to one side, to the top. . an area becomes dethe pugnacious exterior, a wistful and . some- fined here, another there, w ith uncut formless times painful desire to know why it is that the stone between them. . but at last when he is long-haired boys get so excited by a misplaced done his subject stands out clearly, . undemonsyllable or a well-selected verb-while they strated and unexplainable, but evident and elewho can read a page of complex prose without gant as a :finished statue. . Or perhaps we should wincing, get tied in knots at the sight of a son- say that Mr. Van D~r~n deyelops his subject as net. I believe Mr. Van Doren was addressing ·a composer develops 'his. themes, and we must himself to these wistful ones, as well as to niost . listen to his lecture as we listen to music. we of the rest of US, who have been jogging along must remember each theme, arid' it.S ~aria,tions, now for a term or several years without much for though other .th~mes f?llow ir:.(·,it wil! recaring whether it's written in verse or in prose appear, · in a dlff,erentkey, wit.h new yaria.t1ons .. as long as we get the idea. ::~ . with new ;harrrtdnies a'nd 'in different relations And a good thing it is that someone of Mr. to other Hie mes: . :Each ' i-eappear'ari~e· adds lusVan Doren's insight and authority has finally tre to the original statement, to the intervening 1 JOHN'S COLLEGE Page 7 socialism by the misgivings we have about synva riations, and to the other themes. And what cronized joyfulness. The democrat or the so. . we "get out of" the lecture is not the c1imactic . tatement at the end of a chain of logic, but the . cialist who can talk to the most of us is the one ~ucid coherant whole of a piece of music whose who knows things aren't going to be entirely blessed either way. . parts are still fresh in ~he me~ory. . During the question penod vanous ideas Poetry is not fiction if by that we m.ean a_nywere entertained, as were the participants, es- thing but imagination. · If we mean. 1~agrna ­ pecially during the attempts to explain the tion, a poem, like a biblical utterance, is. literally Wyatt poem. Mr. Van Doren suggested that true. But some good poems are ternbly un''They" were girls, Mr. Witwer suggested that satisfying literal truth. The literal .reading o.u~­ "They" were ideas, and Mrs. Schofield sug- rages us; it severs our connection with ontohg1g~sted that girls were ideas. It was a pleasant cal aareement. One of the things that keeps peopl~ from reading poetry is the literal stateevening. -GENE THORNTON. ment. Colonials are such because they hate to be alone . - -- 0 >--- Whatever we dream is true even if it does The Fine Arts not deliaht us. But there is not so much difT HE POEMS OF ROBERT FROST. Mod- ference between good and bad dreams if interpretation of dreams is the high art it's said to be. ern Library, 1946. $1.10. A delightful or a miserable dream is ~rs~ a The land was ours before we were the land's. dream: then a dream acted upon by pre Judice. What might we become? Perhaps of all The dream perfectly understood would be just questions that is the one which keeps govern- dr eam, just true. ments from governing, teachers from teaching, The poem which paraphrases itself is willed v:riters from writing, lovers from toving , heroes rJther than imagined. It informs itself. What, from the greatest deeds. Most of us have known then of those poems which have very evident good students afraid of attending their classes. explicit meanings? Some poetry (Sweeney I know theorists in poetics afraid to read poetry. Among the Nightingales, Wyatt ' s "They flee peopie whose love for poetry I nevertheless must from me . . . '', songs of Shakespeare, som.e respect. Wallace Stevens Cummings, Dylan Thomas) is By such an enterprise as the Modern Library not at all explicit. Most of Frost is. the book is easily ours. What we might become Poems can be, l, totally explicit; 2. to tall Y is more if we allow being possessed by some of implicit; 3, both; 4, neither. None of the~2 the gifts that are ours. We are "still coloniels" if the only i·1convenience we suffer is that of terms are good, because all human speech is gming and reading the book. We are still Eng- totally implicit. Nobody ever understood. any b nd's. To be possessed by poetry we must suf- tbing anyone ever said. Then all ~peech i.s tofer philosophical inconvenience. (This almost tally explicit, because the only entire exp1an~­ rules out any poetry which Plato might keep tion of a thing is the thing itself. No speech is both implicit and explicit. But for the sake of for the state, poetry which paraphrases itself.) communication ears give us notice of speech and When we do not suffer thus the inconvenience goes back to that again of picking up the book. by common experience when we speak we have We read because we have said we "like poetry," a sort of workable inkling of vvhat we are saying and of what we will be thought ~o have or "ought to read poetry." Some people say they find too little mod- said. Poetry is nice because it works this alterern friaht in the poetry of Robert Frost. It able equipment to its utmost extremity. All aesthetics is nearly contained in the deseems ;o me that far from being anything of light, however mild, of ordering black c?ff ~e a gentleman poet, Mr. Frost has always theo ret ical miscrivinas of the best order. His evi- ::rnd receiving black coffee without sugar m it C> b dent sureness of the value of the individual without having said anything about the sugar integrity might estrange us all if we thought in it without having said anything about sugar. seriously that in a socialist state, or in Plato's, The poet who does not work on this ba~is, things would certainly be very nice, but we are who writes pretty much explicitly may be domg as much in danger of being estranged from too little. may not be modern enough; but �Page 8 ST. JOHN ' S COLLEGE again he may be up to something more ambitious than mysterious-looking mysteries ; he may be working with the contrast, or the conflict, of evident reason and implied madness, or of ontos versus cosmos. One thing he might be is metaphysical. He is forcing us beyond paraphrase by making the paraphrase too easy . Shakespeare otherwise would not now be modern except for passages h ere and there. He might be a minor poet . Donne would be nearly forgotten. He made paraphrase so elaborately unnecessary as to be an act more uninspired than saluting an officer. · In the one poem of Frost 's which I can hardly bear to mention for fear of altering somebody 's reading of it there is no opportunity for para phrase. A poem which is totally explicit is of the same order as one which is totally implicit. To explain either would be to explain the cosmos . " The Silken Tent " is a poem. I think that is what Mr. Frost has been trying all his life to do : write a poem which , in the most exacting laguage available, is still called poem, unqualified. It is worth a life . M r. Frost h as w r it ten other poems . P er haps it is a highest state of pleasure to be able, along with all the other things that are said, m us t be said , to say that even in our t ime poems are written. Someh o w, even tbough it may be a radical thing to say , and not immediately a systematic one, that tJ1is sugges ts strongly that poems are read in our time , and that it is not a miracle. There are some do w nright, unqualified , and of course admirabl e people somewhere n ow , who read p oetry . they w ere able to score only two field goals in the second half . Inaccuracy caused by forcing, and a failure to follow in for rebounds were the chief ca uses of the defeat. On Sunday afternoon , probably due to an invigorating Saturday night, the team eked out a 3 9-3 7 victory over a rough A.A.A . group. T he game was a t hrill er all th e wa y, being tied at half-time 2 3- 2 3, and not decided until the closing seconds . Not as much forcing prevailed a nd the offensive rebound work showed an improven1 ent. This success, however , was almost thrown ;nvay by ou'r failure to anticipate the opponent 's long court attack. Camponeschi, Frame, and Matteson were the top scorers , but each had too many w ild streaks . This was a mu ch improved team, though , and the chances of staying on the winning side seem brighter. Bo x score: Spor t C enter - - - ] OHN S ANBORN. 0- - - SPORTS The school 's basketball team, hidden to few in their blue and white Sportsmen's Center uniforms , tackled two opponents over the last weekend . On Friday night they were unable to hit, and bowed to the Rams 43-32 . On ly four points b ehind at the intermission , T 4 0 8 Dobreer, f . 1 0 2 Frame , c. 5 0 10 Camponeschi , g. 8 Totals . 17 0 Bauder, g. G Jones, f. 3 Norman , f. 3 0 0 3 F r ancis, g. F 4 Stevens. c. T 6 9 0 6 7 14 3 3 4 M aggio. g. Totals . 2 39 19 Hewitt , g. - F Matteso n , f. A.A.A Perhaps this is wh at w e might become, t he thing most of us fear so muc h, the thing our dons do not understand us for fea ring to become. G 6 9 37 Non-scoring players- S. C.: Gallup and Short : A.A.A.: Heise. Referees: Russell and Han ts kc. Timer : Stone. Scorer : Cicarrone. St. John's Collegian Vol. LX - No. 7 ANNAPOLIS, FRIDAY, FEBRUARY 21, 1947 St. Thomas a la Buchanan It has become the St. John 's fashion to regard the reading of St. Thomas as a chore. There is an increasing tendency to approach the Summa Theologica with a frown , come halfheartedly to terms with it, say farewell · to it with a sigh of relief , and forget it as quickly as possible. Since St. Thomas and St. Augustine should be for sophomores what Plato · and Aristotle are for freshmen , Kant for juniors, and the calculus for seniors, it is to be hoped that Mr. Buchanan's lecture was an effective-rebuke for the bad reading habits that have been formulated here as standard for Thomas. As Mr. Buchanan reads him, St. Thomas is a superb formulator of propositions, for he asks questions which the reader would if he could, and answers them. The impact of the answers discovered by St. Thomas in a significant universe upon us in " a world now grinding itself into finer and finer dust" is powerful and mysterious . St. Thomas was able to see great conflicts in his universe, made one in the medieval synthesis, while perhaps we cannot discover enough significances in our world to disagree successfully . · The Summa Th eologica ma y: be read as a record of St. Thomas' s discovery of the medieval un iverse where God is · th e center . and circum ference. · In establishing theology as the queen of the scie~ces, , St . Thomas drew freely from Aristotle, the greatest Greek formulator of propositions', and he followed the Aristotelian scheme and used all the Aristotelian machinery of logic and metaphysics to formulate expressions for the three levels of being, the natural world , the angels, and God . 1. St. Thomas was aided in his formulation by the opposition all around him, in Europe where Aristotle was relatively new, in Avicenna and Averroes, in the Greeks and Jews, and in the schisms of the East. Mr. Buchanan then .chose to look back at this discovery, or " construct, " of St. Thomas:s. At the center of the structure is intelligence, for the intellect is. the " faculty of reality; " " the way to temporal salvation is through self- Price: 10¢ knowledge." To become itself the world must understand itself , things must take on form , i. e., intellect. The natural world is in act , or is meaningful. insofar as it is informed . The angels, who exist between the natural world and the divine, are incorporeal substances, intelligences, a version of Platonic ideas. In God , essence is existence, all is act , and there is no potentiality. There are several parodies and perversions of the Thomistic intellig-ence. One is the reduction of God to theology , an acceptance of the human discursive and intuitive intellects as the divine intelligence. From an effect of God , the human intellect , we know something of that intelligence which is God , but darkly , not becaus~ it is dark in itself, but only to us . Theological discourse tends to produce a " syllogistic God, " and the theologian must take care not to propose things really " quoad nos" as ~~ou~? " secundum se." Such perverted sylloglSlng ts akin to the contemporary algebraizing ,- but Mr. Buchanan recalled that in his earlier lecture this year he had shown that the formulation of ideas into discourse is , however dangerous, necessary and inevitable. The intellectualism in St. Thomas should lead the theologian to imitate God, i. e. , to understand his own ideas and to use them. The " qualitative identity " of ideas , t~eir vari~ty in application, and the order of their embodiment in individuals should provide a cycle of understanding for hurllan intellects. Man would thus know that he can 't grasp the idea of .God , for human intelligence is most proportioned to nature , and it is through symbols th~t the human intellect establi~hes its proper distance from natural objects. · A legend relates that St. Th~m.as said of h~~ work as he was dying, " Straw, it is all· stra~ , and that Christ then appeared and consoled him, saying, " Thou hast done very well . by me , Thomas.'' The questions asked Mr. Buchanan underlined an important omission in t~e . lectur~, the character of St. Thomas as a Chnstian ph1loso- � 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. 6 Title A name given to the resource St. John's Collegian, January 20, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-01-29 Description An account of the resource Vol. LX, No. 6 of the St. John's Collegian. Published on January 29, 1947. 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/a1c66fd858ef89821dcff23747137d71.pdf 91ea9666fac29e1059324405d5c16bb3 PDF Text Text Page 8 ST. JOHN'S again he may be up to something more ambitious than mysterious-looking mysteries; he may be working with the contrast, or the conflict , of evident reason and implied madness, or of ontos versus cosmos. One thing he might be is metaphysical. He is forcing us beyond paraphrase by making the paraphrase too easy. Shakespeare otherwise would not now be modern except for passages here and there. He might be a minor poet. Donne would be nearly forgotten. He made paraphrase so elaborately unnecessary as to be an act more uninspired than saluting an officer. · In the one poem of Frost 's which I can hardly bear to mention for fear of altering somebody's reading of it there is no opportunity for paraphrase. A poem which is totally explicit is of the same order as one which is totally implicit. To explain either would be to explain the cosmos. " The Silken Tent" is a poem. I think that is what Mr. Frost has been t rying all his life to do: write a poem which, in the most exacting laguage available, is still called poem, unqualified. It is worth a life. l\/lr. Frost has written other poems. Perhaps it is a highest state of pleasure to be able, along with all the other things that are said, must be said, to say tbat even in our time poems are written. Somehow, even though it may be a radical thing to say. and not immediately a systematic one, that this suggests strongly that poems are read in our time, and that it is not a mi racle. There are some downright, unqualified, and of course admirable people somewhere now, who read poetry. COLLEGE they were able to score only two field goals in the second half. Inaccuracy caused by forcing, and a failure to follow in for rebounds were the chief ca uses of the defeat. On Sunday afternoon, probably due to an invigorating Saturday night, the team eked out a 3 9-3 7 victory over a rough A.A.A. group. The game was a thriller all the way. being tied at half-time 23-23, and not decided until the closing seconds. Not as much forcing prevailed <md the offensive rebound work showed an improverncnt. This success, however, was almost thrown away by ou'r failure to anticipate the opponent's long court attack. Camponeschi, Frame, and Matteson were the top scorers, but each had too many wild streaks. This was a much improved team, though , and the chances of staying on the winning side seem brighter. Box score: Sport Center Matteson, f. 4 Frame, c. 5 Camponeschi, g. Bauder, g. Totals . ---0--- SPORTS The school 's basketball team, hidden to few in their blue and white Sportsmen's Center uniforms, tackled two opponents over the last weekend. On Friday night they were unable to hit, and bowed to the Rams 43-32. Only four points behind at the intermission. 8 2 0 10 17 0 G 3 Norman , f. 3 0 0 3 Francis, g. F 4 Stevens. c. 2 39 19 Jones, f. T 6 9 0 6 7 14 3 3 4 M;:iggio. g. Totals . T 0 8 Hewitt, g. - ] OHN SANBORN. F 0 Dobreer, f. A.A.A Perhaps tbis is what we might become , the thing most of us fear so much , the thing our dons do not understand us for fearing to become. G 6 9 37 Non-scoring players-S. C.: Gallup and Short: A.A.A.: Heise. Referees: Russell and Hantskc. Timer: Stone. Scorer: Cicarrone. St. John's Collegian Vol. LX - No. 7 ANNAPOLIS. FRIDAY, FEBRUARY 21. 1947 St. Thomas a la Buchanan It has become the St. John's fashion to regard the reading of St. Thomas as a chore. There is an increasing tendency to approach the Summa Theologica with a frown, come halfheartedly to terms with it, say farewell to it with a sigh of relief. and forget it as quickly as possible. Since St. Thomas and St. Augustine should be for sophomores what Plato and Aristotle are for freshmen, Kant for juniors, and the calculus for seniors, it is to be hoped that Mr. Buchanan's lecture was an effective-rebuke for the bad reading habits that have been formulated here as standard for Thomas. As Mr. Buchanan reads him, St. Thomas is a superb formulator of propositions, for he asks questions which the reader would if he could. and answers them. The impact of the answers discovered by St. Thomas in a significant universe upon us in " a world now grinding itself into finer and finer dust" is powerful and mysterious. St. Thomas was able to see great conflicts in his universe, made one in the medieval synthesis. while perhaps we cannot discover enough significances in our world to disagree successfully. The Summa Theologica may be read as a record of St. Thomas' s discovery of the medieval universe where God is · the center and circumference. · In establishing theology as the queen of the scie~ces, St. Thomas drew freely from Aristotle . the greatest Greek formulator of propositions', and he followed the Aristotelian scheme and used all the Aristotelian machinery of logic and metaphysics to formulate expressions for the three levels of being, the natural world , the angels, and God . 1_ St. Thomas was aided in his formulation by the opposition all around him, in Europe where Aristotle was relative! y new. in Avicenna and Averroes, in the Greeks and Jews, and in the schisms of the East. Mr. Buchanan then chose to look back at this discovery . or "construct," of St. Thomas: s. At the center of the structure is intelligence, for the intellect is. the "faculty of reality;" "the way to temporal salvation is through self- Price: l 0¢ knowledge." To become itself the world must understand itself, things must take on form. i. e., intellect. The natural world is in act, or is meaningful. insofar as it is informed. The angels, who exist between the natural world and the divine, are incorporeal substances, intelligences, a version of Platonic ideas. In God, essence is existence, all is act, and there is no potentiality. There are several parodies and perversions of the Thomistic intellig-ence. One is the reduction of God to theology, an acceptance of the human discursive and intuitive intellects as the divine intelligence. From an effect of God, the human intellect, we know something of that intelligence which is God . but darkly, not becaus~ it is dark in itself. but only to us. Theological discourse tends to produce a "syllogistic God, " and the theologian must take care not to propose things really "quoad nos" as ~~ou~? "secundum se." Such perverted syllogismg ts akin to the contemporary algebraizing,- but Mr. Buchanan recalled that in his earlier lecture this year he had shown that the formulation of ideas into discourse is, however dangerous, necessary and inevitable. The intellectualism in St. Thomas should lead the theologian to imitate God, i. e .. to understand his own ideas and to use them. The '' qualitative identity '' of ideas, t~eir vari~ty in application, and the order of their embodiment in individuals should provide a cycle of understanding for human intellects. Man would thus know that he can't grasp the idea of .God, for human intelligence is most proportioned to nature, and it is through symbols that the human intellect establishes its proper distance from natural objects. A legend relates that St. Th~m.as said of h~~ work as he was dying, " Straw, tt is all· stra~, and that Christ then appeared and consoled him, saying, " Thou hast done very well . by me, Thomas. '' · The questions asked Mr. Buchanan underlined an important omission in t~e. lectur~. the character of St. Thomas as a Christian ph1loso- �Page 2 S T . J 0 .:. H N ' S C 0 L L E G E pher. In finding intelligence at the center of St. Thomas, Mr. Buchanan was as aptly describing Aristotle, and with some qualification, Plato and Kant. The roots of St. Thomas are not only in Aristotle but in Holy Scripture and in the Church Fathers, particularly St. Augustine, and the power in St. Thomas is not only in intelligence but in salvation through love and grace. -R.W. On Intelligibility This is dedicated to the two articles appearing in last issue of the Collegian by Mr. "JPM," and my friend, John Sanborn. It is indeed a wondrous thing to realize suddenly that we must do all that was ordained for us to do. However, it seems that all of the creatures put on this earth are by their very nature complicated and immensely tragic characters. That there is no rhyme or reason to the present scheme of things is an apparent pa radoxical symbol of great things to come in the 21st century. Certainly there are many obvious truths: ( 1) all creatures must exist in air, land, or water; (2) no one person can determine the cosmos of this world or the other; (3) we are all caught by the web-like mesh spun by the hairy ones. Or in this connection one might logically assume that, on the contrary, the hairy ones are pinned between Lucifer and P oseidon. Which of the alternatives of (3) is true does not concern us here, but we must realize that this rhyme (or poetry ) and this reason (er seminar itself) are not contradictory items as they would seem to be on a hasty perusal of a Great Book. For truly rhyme and reason, poetry and seminar, are entities of themselves which paraphrase their very existence! This symbol, this concept of wholeness mere! y shows that it, like all symbols , is either ( 1) implicitly explicit or (2) explicitly implicit. Now the fact that implicitly explicite and explicitly implicit seem to the untrained mind, to be contradictory terms, is of little importance when one realizes that nothing anyone has ever said about anything at anytime in a given area has ever meant anything to anybody. In criticizing what some one has to say, the student must be exceedingly careful of premature judgment. The fact that amagazine like Colliers has resorted to empty, romantic stories is ample evidence of the tendency of the Amer1 ican youth of today to be empty and premature in their judgments of everyday things. The simple truth of the matter is that we are becoming. Now this truism is not. to be taken too lightly for it is because of this that poets aren't poetical, writers aren't readable, reviewers aren't reviewable, v's aren 't moveable. So we can readily see that this state of becoming is reaching a new height of indignation. The truth of the matter is that we are still Mother Russia's and Father Spain's; neither Peron nor FDR ever said that it is possible to have a one world concept of the universe without taking into consideration the eidos of the good. This is exactly the problem which the publisher of Collier's and other leading magazines have been endeavoring to do since President Harding symbolized the "how" of the first obvious truth mentioned at the ~ommencement of this article. Now insofar as the seminar and poetry are concerned with ideas and the logical recipients of these ideas we must remember that the hairy things alluded to in the first paragraph seem to show by their movements a complete and rational reason for the passing of things from the sensible to the intelligible. Intelligible in regard to what? may be asked rightly. The answer is not a simple one, nor it is one that appears on the surface of articles appearing in the Collegian or even in Collier's. Some of the better students who don' t attend seminars and some of the theorists in poetics who are panic stricken at the sight of verse, have endeavored to tie up these symbols and interpret them into lay language. Now when the seminar door is opened to the thoughtful pause, some of these vices will disappear, and when some of these provincial colonels realize that the war is over, then perhaps there can be some respect for the right, the true, the poetic, and the ' intelligible. -BOB GOLDBERG. THE FINE ARTS Art Exhibits The exhibition of Dutch and Flemish paintings just concluded in the Common room is noteworthy for many reasons, but it seems most important because it represents art in one of its most healthy and productive periods. As most observers probably noticed, it was an exhibition that dealt directly with its subject matter. There was very little interest by the artist in the artist per se, but a very great deal of inter- ST. JOHN'S est in those things which were being painted and the technique with which it was being done. Most of the "Little Dutch Masters," starting with the genre paintings and ending just before the era of Vermeer, Rembrandt and Hals, were interested in the pleasurable aspects of life around them. Pictures of court yards and wedding scenes, realistic portraits, and sharply defined still lifes all show the loving interest they took in life around them. No self-consciousness exhibited, no expressionism, but rather an objective approach with a fine basis in technique. Only in such later men as Rembrandt does one feel that there is a bit more than the genial warmth and humor displayed by most of the lesser men. Here is the same passion for textures and form, but it is tempered by an interest in a subjective approach. Yet never does it lose the unifying quality chat binds the Dutch and Flemish masters together into a group-a certain flavor of the soil. Such statements concerning the artist's objectivity and his interest in the subject more than himself can seldom be made of the next show that is on view. Here can be found a completely .2ifferent sort of attitude. Instead of being con:erned with the world around them, there is an a!most complete lack of interest in it. Subject matter still appears but now it is there not for its own sake or for the sake of what it represents but as an agent on the artist's mind. No longer is it the emotion of the subject that is put down but the emotion of the artist while looking at the emotion of the subject. To question why this change has taken place is not my purpose in this brief review, but I should like to forward one idea about it . The modern attitude might be said to stem from the change in the state of the Low countries in the sixteenth and seventeenth centuries and the world today. The artists of the exhibition just ended had a great amount of faith in the world. It might have been the unifying force of religion; it might have been the economic or political set-up of the time. But the fact remains, they had a cheerful attitude towards the state of the world. The artists of today do not seem to have that same faith in the world about them. They have been driven away from the world and have turned more and more within themselves. An ivory tower in art has been their fate . Of course there is the American regionalist trend, which portrays the genre scene, but COLLEGE Page 3 it seems to be a last dying struggle with the major movement rather than an important movement in itself. To get back to the exhibitions, however. These are the first of a series of exhibitions which will continue throughout the year. It was decided that first-rate paintings in prints would be better than second quality work that would be available to us in the original. However, plans are being made for a show of modern drawings, lithographs and etchings. -JOSEPH ABLOW. Reminiscences of a War Correspondent that day about noon we came to a first-aid station, we did Chuck's wound; there was a lad there from Tucson I believe he said, I believe yes, Tucson: he was dispensing coffee, we drank one after another; Pinkey (the general. He called me Emmon) gave us a permit for a jeep, we needed a jeep; we got a ride to the dock in a native wagon, took our jeep and beat it onto the ship ; Chuck said well here we go; well and you're wounded I said, proud of his guts. Chuck was swell. flagrank or no flagrank, in the wardroom they talked about frenchWoman and about some war-struck pleasures, l1 standing his own with the immortals, Xerxes, " his teeth :fifteen white horses on a red hill" (I remember wiring) talking with godlike ease, ( o tame, the disparagement of leadership now in the crew's spaces among all this fleet this inhabited most trying architecture) ·'I remember anticipation of finite numberless waacs waves spars ladymarines" (bring the womanbranch over here they said) and stewardmates standing sidewise by the ship's rail eating icecream in the warm wind; spinning, the stars spinning round; the ocean spun counterclockwise in the dark, supple, o tougher than you think, this enterable ocean jumping like a tiger around the gunwhales. �Page 4 ST . JOHN ' S COLLEGE Xerxes talked beautifully, in rare form ; Chuck ~ I pitied the sailors their missing this : Xerxes in form. burly and bright the ocean, the stewardsmate burly, bright , contestable,. the Word unwinding in his brain at war , coming now, coming the tuneless day and in this distraught companionship of Deed, (why him aboard? why Xerxes like a king ?) all so right (if you like) when (of course) you know, ~ I so wanted Xerxes understood I went running to my darkened stateroom to write ; time for a gladdened heart to sing of battle ments :fleet at sea ten knots and blinking amiably now in right waters, knowing later Chuck would get pictures {1 I stories of some ST. JOHN ' S COLLEGE parts of a whole, a number of pictures from difThe pattern of this decline fits rather nicely into ferent prospectives which ultimately aimed at a theory of Bienstock' s-that all ideas as they portraying the soul of the great Behemouth of rend to be translated into some kind of practical the modern world-Soviet Russia. action, gradually degenerate . Omnipresent in a deterministic philosophy This transformation of the Marxist myth of history that translates itself into a grammar points up what, for Bienstock, is its greatest falof political action is the paradox of Determinlacy-the substitution of political for moral ism and free w ill. This problem itself demands ends and the degradation of individual intega series of lectures which would merely open the rity that follows inevitably from such a shift. question to clearer inquiry. Bienstock merely ' When the moral worth of the individual, and noted it, diagnosed its genesis in the contradicthe individual's action are not the cornerstone of tory influence that the _ English Pragmatists and any social or political action , means become unHegelian metaphysics had on Marx, and indiimportant and all crimes can be (and actually in cated that its resolution was not implicit in a Russia are ) justified in terms of future goals. Marxist dialectic of history. This leads to a moral decay that can well toll There is then the problem of the individual the death knell of any civilization-no matter and the culture pattern, irrespective of whether how great or how strong. this takes a philosophical, theological or political Dr. Bienstock reiterated this point over and nKe form . For pre-Marxian Russia it was largely over in a not so lively discussion with Mr. rowdy right intended helpwar slaughter theological, the Russian peasant losing, or as Witwer during the question period. Mr. Witin w·rong waters, wrong, but then, Xerxes some argue, finding himself in the mystical body wer's difficulty seemed to lie in his inability to -JOHN SANBORN. of the Christian Church . To successfully grasp distinguish between moral principles that he the imagination of a people that had historicclaimed could be understood to be implicit in ally been guided by this way of life, x must be Marx ' s philosophy, and the precisely different The Great Temptation substituted for y , a political myth created to reading that all the men that have actually transIt is always interesting and usually provoca- supplant a theological one, and finally a hislated Marx's writings into practice have made . tive to hear personally from individuals who torical , political figure introduced to shadow the Bienstock was concerned not with what Marxhave been emeshed in the key machinations of religious savior. In other words the production ism might have been or could be-given a difmodern history , and Dr. Gregory Bienstock, continues with the same cast-but in different ferent reading-but what it had been as far as Anything less subtle and more who was an intimate, if not a prominent figure costume. Russia was concerned. He argued that the revoin the Russian Revolution, is not an exception definitive is doomed to failure. lutionary pamphlets (Eighteenth Brummaire, to this rule. Dr. Bienstock' s subject-Marxism Marx 's problem then was to create an hisetc. ) were the texts that had the greatest influand Russia-is a correlation in theory and a torical myth, guided by an imaginative hisence on the Russian revolutionaries and which story in REALPOLI T IK that he h as been pre- torical figure, powerful and moving enough to also contained the least of any possible moral occupied w ith most of h is life . This same close- assume the Messianic role that Christianity had implications. I cannot help but feel that this ness, this intimacy may well explain his rather thus far successfully portrayed. This, of course, overdrawn and overdone point precluded any fragmentar y , loosely constructed presentation- was the proletariat. The individual submerged general discussion , and marred the quality of a pronounced departure from the more rigorous himself in this mystical body in order to bring the after lecture session. form strived for here. Indeed the relevance and about the Marxian or materialistic counterpart Dr. Bienstock's central thesis'the irreconworth of his staccatto-like illuminations, how- of salvation-the classless, sinless, and strifeless cilability of Marxism and morality is a rather ever. might forgive such rhetorical sinning, or community of man. familiar one to most of us. Its arresting simat least modify its mortal quality to venial. The means by which this millenium is plicity, its rather striking appeal (valid as I beDr. Biens tock spoke not of M ar x , or Marx- achieved are revolutionary. The Christian ethic lieve it basically is ) seem to blind a good many ian theory, but of the effect of the Marxist " doc- which ennunciates the individual moral being to t he numb er of complex subordinate factors trine " on Russia. " Marxism is the national of each man as an end in himself , quite naturally that total up to something that might well church of Russia, " he stated, and the main por- is replaced by a revolutionary " ethos" which change the nature or at least the tone of the contion of his lecture was addressed to the task of reduces the individual to the proletariat and clusions of such a simplified analysis. Granted telling how, but not why , this came about. His judges his actions by the degree of failure or the relevance and importance of the transposiapproach was circular in nature , and in some- success in the realization of its revolutionary 1 tion of the political for the religious myth , there thing like the fashion of the Van Doren defined ends. Dr. Bienstock insisted that a gradual is still the problem of what forces made such a critic-he moved in rapid , but not easy circles transformation took place in Lenin's period, in shift necessary. around his subject , darting in with judgments which the concept of the proletariat merged into This is the area that Bienstock did not exwhen they offered themselves to him naturally, the concept of the revolution , and this in turn plore and it is precisely within this area of inas if on the fly. These darting judgments were deg nerated into more of an end than a means. vestigation that the evidences of m? ral justifica0 Page 5 tion for the Marxist revolution lie. In short, Dr. Bienstock gave us some valuable insights into a complex problem that demands our immediate attention, and better understanding. The danger involved would be in taking his part for the whole , judging Russia in terms of absolutes while resisting self-examination and self-judgment ,-and ,nally in dispair, resisting to the great temptation, and what follows from itnamely the acceptance of historical determinism and consequent political inaction. -W.M. G . --~o--- Student Relief Committee The Student Relief Committee on this campus is organized to collect and transmit funds for the relief of the present sickness and want which many students in countries overseas suffer. This past fall the Committee decided to single out Athens College as a focal point for our effort- mainly to establish the kind of communication with students in that community which would assure us that our monies were being wisely used, as well as to promote an active concern for more than the financial side of their difficulties . This was not to plunge into politics. Larger questions about the character of the Greek nation's internal and external policies do not concern the Committee as such, although many of us have strong (and divergent) personal opinions about the matter. We are concerned about alleviating near-starvation, about th e menace of tuberculosis amon g Greek students. The World Student Service Fund, through which the Committe-e transmits funds colle.cted, maintains a representative in Athens, Mr. Harold Reed . Miss Roosenberg, the Dutch student who spoke here before Christmas, of her experiences with the Resistance movement in Holland during the German occupation, has given us a strong recommendation of R eed , w hom she knows personally through her connection with European Student Relief activities. Yet it would seem unnecessary to bring forward such testimony ; World Student Relief, through the international headquarters at Geneva, is " a nongovernmental international organization that works impartially without refernce to race, nationality, religion or politics, to meet human needs . Its basic principles are : impartial service �Page 6 ST. JOHN'S COLLEGE ST. JOHN'S COLLEGE to all students and professors in need . . rehabilitation of university life in its full scope rather than relief only; promotion of self-help and cooperated efforts in addition to direct assistance.'' At a recent meeting the Committee decided to send the funds students here contribute to Greece to Harold Reed in Athens, primarily earmarked for use at Athens College, but with the proviso that if he should judge that the needs of other student groups there demand more immediate alleviation, he should so administer our contribution. If you desire, the Committee will forward your contribution to whatever country you wish to designate. We would like to remind the student body that the College Librarian will receive books and clothing for relief purposes for shipment through the World Student Service Fund. The following is an excerpt of a letter from Harold Reed, written when he first began working in Athens last 'year, before the stoppage of UNRRA supplies: Sports As basketball swung into the second round, several upsets caused a considerable change in the court picture. The first one came when a rejuvenated Freshman quintet handed Junior 3 its first loss of the season by a 45-42 ' count. With Frame ineligible due to his duties as athletic assistant, Thomas took over the scor. ing honors for the Freshmen with 16 points. Matteson, who tallied 14 points in the first half for the Juniors, was held to a single basket in the second half, and tied for point with Gallup, who also tallied 16 for the Juniors. At the half the Juniors had a 25-19 lead. With the announcement by Coach Ned Lathrop that the Seniors would now be eligible to play with either Junior 1 or 2, whenever available, the cellar-place Junior-Senior 2 organization sprung to life and dumped Junior 3 for a second victory, 35-26. The JuniorSeniors, paced· by Krol with 11 points, held a flimsy I-point margin at half time, but opened up in the last half. Matteson led the Junior 3 team with 14 points. "Greek students must spend their With the championship race open to all strength in find one meal a day . . If comers, Junior-Senior 1 turned out with two a student is lucky he has, on the aver· full teams to give the Freshmen a decisive 61-3 5 age, one pair of very old shoes, one pair thumping and move into first place as we go to of trousers, one shirt or scarf (instead press. Cave paced the winners with 20 points, of a shirt), one jacket, one pair of with Schleicher adding 18, and Widder, pajamas (which are worn in the house Thomas and Feinberg tallied 8 each for tbe during the daytime), and no hat, handFreshmen. kerchief, or underclothing . In other games, the Freshmen got off to an " Students in Athens must find their early lead and went on to down the Sophomores! own accommodation in a city crowded with homeless refugees and swarming 47-26, with Goldberg leading the Freshman atwith a population double its 1939 size. tack with 14 points. Wallace scored 9 for tbe Some find their accommodation in rail- losers. 1 The two Junior-Senior teams met for tbe road stations, or on the counter of a store. Some are even afraid to say first time in a route that saw 1 A, sparked by Schleicher, hold the 2B team to a single basket where they sleep. " At present, the canteen of the by Van Sant in the first half, and then go on University Club feeds 3000 students to roll up 51 points in the .second half to win . The total 6 3-15. Schleicher tallied 28 points; and Wilone good meal a day. I average calories per day for Greek peo- son scored seven to lead the losers. Junior 3 spotted the Sophomores a one-1 ple is now estimated at about 1400 calories a day. These indigent students point lead at half ·time in another thriller, ~nd are lucky if they eat 1000 calories a then ca me back to win 41- 3 3. The J un1ors day, and nearly all are forced to work were led by Matteson and Bounds with I 4 j each, and Wallace scored I 0 points for the to earn a precarious living . losers. For the Committee : Another close-fought game saw Junior· S. BERGEN. Senior 1 edge the Sophomores 29-26. Schleicher again paced the winners with 12 points, while Moray and Wallace tallied seven each for the Sophs. Matteson continued to lead the college in individual scoring, with 159 points in seven games, for a 23-point average; while Schleicher, with 58 points in three games , moved into second place with a total of 100 points. Cave maintained third place with 91 points. Frame of the Freshmen, although ineligible now, moved no lower than fourth place by virtue of his 64 points scored in three early games. Leading scorers: . 7 6 6 5 .... 5 Pts. 159 100 91 64 63 60 51 48 46 42 Team standings on February 2: W. L. 4 1 Junior-Senior 1 2 Junior 3 . . . . . . . . . 5 3 Freshmen 4 4 1 Junior-Senior 2 1 5 Sophomores Ave. .800 .714 .571 .200 .167 Player- Team Matteson, Junior 3 Schleicher, Seniors Cave, Junior 1 . . . . . . . .. Frame, Freshmen Bounds, Junior 3 Gallup, Junior 3 . . . . . . . Feinberg, Freshmen Wallace, Sophomores Widder, Freshmen Thomas, Freshmen . . . . . . . . Games 7 7 7 3 7 Page 'J asked is a restatement of some of what was being said, put in this loose and unelaborated form to invite comment and prescription of an equally fragmentary kind. 1. Less of the platform manner. Conversation is in a bad way around here, though there is a good deal of talking; and the Collegian might function partly as a locus for conversations. Not debates or manifestos or spats, but a number of people conversing with a degree of attention and clarity and good disorder about something that interests them. 2. If such conversations were entered also by the faculty, it might help to restore an ease of communication between them and the student body . 3. The present form of the Collegian discourages people who have things to say that feel about two paragraphs long, or more question than answer, more investigatory than conclusive. It demands from prospective contributors a full-dress rhetorical organization that is difficult, frequent I y unnecessary and sometimes stullifying. Not that essays should be forbidden, but those with something less than an essay to write should not feel gauche and uninvited. Breaking up the present format of the paper, or departmentalizing it, are possible measures. Also possible, is that copy should be typewritten, and on one side of paper only.Compositor. 4. There is a lot of solemnity per columnar inch. And politeness. Editor's Note-The following notes represent, in digest form, the sense of a recent meeting , called by the ditorial board to discuss critically the form, content and policy of the Collegian. Present at the meeting were both students and faculty members, that have either contributed to or shown interest in its publication. The Editors are very anxious to receiv_e informal, even fragmentary, comment on those points raised at the meeting, and any other suggestions directed to this same question. Collegian Meeting Dear Editor: The general feeling was that the Collegian could be improved, but what is Wrong with the Collegian was perhaps not very Precise in anybody's mind. So the best I can do toward summarizing that meeting as you 5. What should the Collegian be doing? What is its proper relation to the rest of the words on this campus? Mr. Neustadt asked this question, and though an answer is vaguely implied in the comments reported, no one at the meeting formulated it. -R.A. The following books have recently been purchased by the library and are now available for circulation: Adams, Henry. The war of 1812. Asch. East River. Audubon. The birds of America. Barzun. Teacher in America. Bentley. Playwrite as thinker. Dewey , John . Problems of men. �Page 8 ST. JOHN'S Farrand. Records of the Federal conventions. Farrar. Bibliography of English translations from medieval sources. Granville-Barker. Preface to Shakespeare. Graves. I , Claudius. Greenslet. The Lowells and their seven worlds. Henderson. Antioch College; its design for liberal education. Isherwood. The memorial. Jones. Bennington College. Josephson. Stendhal. Kafka. The great wall of China. Kafka. Metamorphosis. Santayana. The idea of Christ in the Gospels. Schorer. William Blake. Seneca. His tenne tragedies, edited by Thomas Newton, introduction by T. S. Eliot. Warren. All the kings men. Waugh. When the going was good. The Partisan Reader, 1934-44. COLLEGE One World Department Some of the aims of the Air Force Association, which was formed in January, 1946, are: "To preserve and foster the spirit of fellowship among former, present and future members of the United States Army Air Force; to provide an organization through which they may unite in the fratern~l bonds of comradeship; to educate its members and the public at large in the proper development of air power and to keep them abreast of new accomplishments in the field of aviation; to assist in every way possible in keeping the U. S. Air Forces adequate, strong and powerful for defense of our country by supporting the establishment and maintenance of an Air Force appropriately related in status to the Army and Navy ; to help develop friendly relations among nations based on respect for the principle of equal rights to all people." From a news release distributed by the Air Force Association, a new national organization for Air Force vets. St. John's Collegian Vol. LX - No. 8 ANNAPOLIS, MARCH 5, 1947 Symbolism m Poetry Mr. William Weedon is a tall , intense guy who can be heard. I liked his rough-cut reading, and I like the Virginian manhandling of a certain dipthong, which became extinct here with the departure of Teddy Betts. The drive, the accent, and the occasional sting of a personal prejudice, make him good to listen to. I hope he will come back. Mr. Weedon asked for a criterion of genuine poetry , and answered that literary criticism, in relating poetry to man, will always establish that criterion in the light of prevailing ethics. This gives us one of the criteria of a criterion. I would have taken this, for what it is worth, on Mr. Weedon' s authority. But I cannot take his word that I should take it on Plato' s. For Mr. Weedon understands Plato's poet to have been divinely inspired. And as the divine is good , so is the poet good . But the State is also good. And yet the State disowns the poet. The lecturer's introduction to his subject caricatured, I hope, an important abuse to which the classics may be put. It is one thing to answer a question in the words of a Master, and it is quite another to stifle that question with the magic dust of a disinterred Name. The question-What is poetry-is unanswerable either by rote or by quote. It was the poets' unreadiness to answer which led Socrates to taunt them as madmen or mere tools of Muses. Never did he permit them to embark on a long, ballasted voyage such as he found necessary to the question, What is Justice. But as he well knew , you don ' t invade such a question; you evade it. You ask, What are my , or someone else's, criteria of poetry ? Mr. Weedon , def erring at this point to the Socratic side of Plato, put himself in the hands of one of the most untrustworthy literary critics of all time. The point of departure of the State from poetry is most explicit in Book X: " For if you . ... allow the honeyed muse to enter , either in epic or lyric verse, pleasure and pain will be the lords of your State instead of law . Poetry would reintroduce the human element in this State which is perfect only in its inhumanity. The heart is a corruptible organ, but there is no poet of any time Price: 10¢ or place who would not argue that only by it can the applicability of law to human beings be measured. Rational structures are at the mercy of their premises. Ethical premises themselves are answerable only to the primitive, however civilized, understanding of pain and pleasure. But I intended to upbraid Mr. Weedon 's abuse, not his use, of Socrates. He has chosen to read the Ion as a serious defence o( the notion that the Socratic criterion of poetry is divine inspiration. This is a matter of interpretation. I suggest you read the dialogue again . Certainly one might equally well choose the later Republican idea that poetry is second-hand imitation. What was ludicrous in the evening at hand was the acceptance by the lecturer and his audience of the divine inspiration of poetry as a timeless hypothesis. No one in the question period raised his voice for poetry as an art. If " divine inspiration " means special access to God , it is an unmerited flattery ; if it negates free will and craft, it is an unmerited insult. The pious and hard-working Mr. Eliot would reject both alternatives. But to grant for the moment the divine poet: it followed that because the divine is good , therefore the poet is good. So we are at a loss to see why the good poet is evicted from the good Republic. Alas, there is more than one divinity in Plato 's mind. The Muse of the Ion is not the God of the R epublic. I n th for mer dialogue , in Socrates' own words, Homer is "the best and most divine of poets," while in the latter he is " a teller of bad lies. " So it does not follow that the divine poet is necessarily good. And if he may be either good or bad, we may make ethical judgment without having to define real poetry as that which the ethic approues. Plato 's rules do not , Mr. Weedon, discriminate between real and bastard poets. They discriminate against all poets, every one of whom is to be limited to writing " hymns to the gods and praises of famous men ." And we don ' t know any more about what poetry is than we ever did. I think this Greek digression was intended to support the lecturer 's personal and not at all Platonic view that true poets really do work � 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. 7 Title A name given to the resource St. John's Collegian, February 21, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-02-21 Description An account of the resource Vol. LX, No. 7 of the St. John's Collegian. Published on February 21, 1947. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6ea21ce4c346aaa200291f384ab1a913.pdf 48a0f965e43d18a7e4c23a7ea0f27648 PDF Text Text Page 8 ST. JOHN'S Farrand. Records of the Federal conventions. Farrar. Bibliography of English translations from medieval sources. Granville-Barker. Preface to Shakespeare. Graves. I, Claudius. Greenslet. The Lowells and their seven worlds. Henderson. Antioch College; its design for liberal education. Isherwood . The memorial. Jones. Bennington College. Josephson. Stendhal. Kafka. The great wall of China. Kafka. Metamorphosis. Santayana. The idea of Christ in the Gospels. Scharer. William Blake. Seneca. His tenne tragedies, edited by Thomas Newton, introduction by T. S. Eliot. Warren . All the kings men. Waugh. When the going was good. The Partisan Reader, 1934-44. COLLEGE One World Department Some of the aims of the Air Force Association, which was formed in January, 1946, are: " To preserve and foster the spirit of fellowship among former, present and future members of the United States Army Air Force; to provide an organization through which they may unite in the fratern~l bonds of comradeship; to educate its members and the public at large in the proper development of air power and to keep them abreast of new accomplishments in the :field of aviation; to assist in every way possible in keeping the U. S. Air Forces adequate, strong and powerful for defense of our country by supporting the establishment and maintenance of an Air Force appropriately related in status to the Army and Navy ; to help develop friend ly relations among nations based on respect for the principle of equal rights to all people." From a news release distributed by the Air Force Association, a new national organization for Air Force vets. St. John's Collegian Vol. LX - No. 8 ANNAPOLIS, MARCH 5, 1947 Symbolism m Poetry Mr. William Weedon is a tall , intense guy who can be heard. I liked his rough-cut reading, and I like the Virginian manhandling of a certain dipthong, which became extinct here with the departure of Teddy Betts. The drive, the accent, and the occasional sting of a personal prejudice, make him good to listen to. I hope he will come back. Mr. Weedon asked for a criterion of genuine poetry, and answered that literary criticism, in relating poetry to man, will always establish that criterion in the light of prevailing ethics. This gives us one of the criteria of a criterion . I would have taken this, for what it is worth, on Mr. Weedon' s authority . But I cannot take his word that I should take it on Plato 's. For Mr. Weedon understands Pia to' s poet to have been divinely inspired. And as the divine is good , so is the poet good . But the State is also good . And y et the State disowns the poet. The lecturer 's introduction to his subject caricatured, I hope , an important abuse to which the classics may be put. It is one thing to answer a question in the words of a Master , and it is quite another to stifle that question with the magic dust of a disinterred Name . The question- What is poetry-is unanswerable either by rote or by quote. It was the poets ' unreadiness to answer which led Socrates to taunt them as madmen or mere tools of Muses. Never did he permit them to embark on a long , ballasted voyage such as he found necessary to the question , What is Justice. But as he well knew , you don't invade such a question ; you evade it. You ask, Wh at are my , or someone else's, criteria of poetry ? Mr . W eedon. deferring at this point to the Socratic side of Plato, put himself in the hands of one of the most untrustworthy literary critics of all time. The point of departure of the State from poetry is most explicit in Book X: " For if you .. .. allow the honeyed muse to enter, either in epic or lyric verse, pleasure and Pain will b e the lords of your State instead of Poetry would reintroduce the law ... . " human element in this State which is perfect on]y in its inhumanity. The heart is a corruptible organ, but there is no poet of any time Price: 10¢ or place who would not argue that only by it can the applicability of law to human beings be measured . Rational structures are at the mercy of their premises . Ethical premises them selves are answerable only to the primitive, however civilized , understanding of pain and pleasure . But I intended to upbraid Mr. Weedon 's abuse, not his use, of Socrates. He has chosen to read the Ion as a serious defence of the notion that the Socratic criterion of poetry is divine inspiration. This is a matter of interpretation . I suggest you read the dialogue again . Certain Iy one might equally well choose the later Republican idea that poetry is second-hand imitation . What was ludicrous in the evening at hand was the acceptance by the lecturer and his audience of the divine inspiration of poetry as a timeless hypothes1·s. No one in the question period raised his voice for poetry as an art . If " divine inspiration " means special access to God , it is an unmerited flattery ; if it negates free will and craft, it is an unmerited insult. The pious and hard-working Mr. Eliot would reject both alternatives. But to grant for the moment the divine poet : it followed that because the divine is good , therefore the poet is good. So we are at a loss to see why the good poet is evicted from the good Republic . Alas, there is more than one divinity in Plato 's mind. The Muse of the I on is not the God of the Republic. I n the for mer dialogue , in Socrates' own words , Homer is " the best and most divine of poets ," while in the latter h e is " a teller of bad lies." So it does not follow that the divine poet is necessarily good . And if he may be either good or bad , we may make ethical judgment without having to define real poetry as that which the ethic approues. Plato's rules do not , Mr. Weedon , discriminate between real and bastard poets. They discriminate against all poets , every one of whom is to be limited to writing " hymns to the gods and praises of famous men ." And we don ' t know any more about what poetry is than we ever did. I think this Greek digression was intended to support the lecturer 's personal and not at all Platonic view that true poets really do work �Pagt 2 ST. JOHN'S for the true good of the true Republic; that our participation in poetry is an admission of allegiance to that ideal State, and that no literary criticism is valid which does not refer to it. Certainly this view is appropriate to the study of T. S. Eliot. Mr. Eliot and Plato are both Republicans of a great tradition which neither began nor ended with Plato-the tradition of the human instinct for good which Plato called reason, which Mr. Eliot calls God, and which Mr. Weedon a pparen ti y calls poetry. * * * * * The poetic process is difficult to speak of in abstract terms. Mr. Weedon tried hard to tell us how poetry is and is not dialectic; how poetic symbols carry the impact of dialectical processes without their dead-weight, suggesting rather than demonstrating, being rather than becoming; how in the relation of symbol-words to one another they are reciprocally modified not only by what they are, or as in prose by where they are, but also by how they are in quantity (metre) and quality (rhyme , alliteration, etc., which are qualities in time; sibilance, etc., qualities in tone ) . Socrates could play with words in this way, getting their subtler signification, because Plato was a poet before (and often after) he became a philosopher. As to the content of poetry: without being told what it perennially is, we were informed that modem poetry is too unscientific, and modern science too unpoetic; that poetry is too fond of final causes, science too unfond. This was misunderstood to mean that Mr . Weedon wants a new Lucretius. Starting here, the questionperiod w an dered away from th e lect ure in all directions. Messrs. Van Doren and Santee were much concerned to preserve for science and poetry their tranditional respective provinces. Theology and philosophy soon raised their heads, and everyone tried very hard to categorize these four as straitly as might be. The q.p. accordingly became a higher and more hideous Babel even than usual. In a general way it was finally decided (or it may have been. I was quite sleepy) that science is truth for truth's sake, poetry is truth for man 's sake, theology for God's sake ; philosophy attempts, or should attempt, to see all the truths and all the sakes at once, and make them into a disinterested unity. The scientist loves truth, the poet loves man, the saint loves God, and the philosopher becomes God. Now observably all very good men do all these things, and our categories are dis- COLLEGE ST. JOHN'S pensable. I understand Mr. Weedon to have complained that too few modern scientists and poets are such good, complex men; that they have specialized myth out of science and intellect out of poetry. Here he and Mr. Eliot are riding the same horse. (See the essay, "Catholicism and International Order.") * * * * * When the lecturer turned from poetry in general to a poem in particular, Mr. Eliot's Ash Wednesday-which he read, I think appropriately, with all the delicacy of a pneumatic drill, making bitter anguish of what I had taken for bead-told monody-when he came down to the real thing, all talk of criteria was over. Here was a genuine poem, whether or not we found an ethic to consent to it, and the job was relating it not to the State but to the reader. Is it obscure because, as the indictment has it, modern poetry is without intellect? And if so, how, not to say why, is it to be approached? Mr. Weedon arrived at a method which he was at pains to defend as scientific, and which may be, but which resembled nothing so much as ordinary intelligent close reading. Some poetry is abscure to some people because they read it with the hurried half-attention they customarily bring to the works of Kilroy. The obscurity of Ash Wednesday is of another kind. It requires erudition as well as application. Even a liberal artist, if he were a pagan, might read here forever without seeing anything to feel. For Mr. Eliot has taken his symbols from the world of Christian scholarship, a world which is alien to many of us, but which is in no sense the private world of Mr. Eliot. We need never read his biography nor puzzle about his subconscious mind. The title tells us everything. His poem is ours if Ash Wednesday is ours. Mr. Weedon' s analysis did . nothing beyond bridging the gulf between Mr. Eliot's education and our own. The great thing was that it did this job wonderfully well. . T. S. Eliot is a scholar 's poet. You do not hear young men say that last year they "went through an Eliot period." There is :fta vour to him, but there is also bone and marrow. He invites labour and maturity, and at the point where most of us are now, such a reading as this one is only a preview. Poetry now needs readers like Mr. Weedon more than it needs new poets. Creation is a closed circuit; where there is giving there must be accepting ; magnanimity desires gratitude, conception requires to be perceived. The poem in the book is dead. -Ted Townsend. ---01---- The Neo-Oxford Croup They had graduated the earlier schools and used chairs Instead of floors, for there was no bond of unhappinessExcept that they all disdained the worldChairs to isolate, Even from one another, no plane flowing mutually as a floor, They disdained one another too. And tea that no one liked except to demonstrate how to drink And hold the cup and criticize. Dull esoteric books, Morbid and despondent, to be criticized. The world is lost and we are much too bored to save These erring children with their false values, they say. Some music perhaps, prokofieff, listened to with eyebrow raised. Too bad-such poor taste-so much noiseThey say. Goodbye then. We must leave. Your russian cigarettes Were devine. So glad you came you saved my life. Fling your scarf so consciously about your neck and home. -Phoenix. ---0....__ _ Mr. Van Doren American literature is mainly a nineteenth century phenomenon. It is the only major national literature that postdates the invention of printing, and is therefore without myth, without the legend of kings, priests, the deluge and the golden age. It is also relatively without The Program, of which its century and a half has taken a dim view, but it may nevertheless be good, in some way. Even if it were not it is our own and necessary to our knowledge of ourselves. So let us look at it. It is, first of all, written since the di.scovery that most people can and should read; it is Popular literature in that sense. But it has also sometimes been anti-popular literature. Responsible writers have ~uspected that democracy COLLEGE Page 3 must be contemptuous of excellence. Matthew Arnold had asked whether literature as a distinguished thing could survive the handicap of popularity. Carlyle (in a pamphlet, Shooting Niagara) answered that it could not. De Tocqueville, visiting us, feared that intellect itself might go under, and reflected that literature might necessarily be a product of aristocracy. Through the nineteenth century many Americans worried with him. Fenimore Cooper in the latter part of his career devoted himself to protest against the rising chill between the snobbish-intellectual and the proud-stupid (in two novels, Homeward Bound and Home as Found, which were not best sellers). Today, Time, for example, furthers a coy version of this quarrel. The petulant word "highbrow" would not have interested Shakespeare, who moved freely "between intellectual games and games of ball" and never wondered whether he was going up or down. In Homeward Bound the returning expatriates are appalled at the vanished glory of the American experiment; we have become vulgarians all. Whitman called us yahoos. H. L. Mencken informed us that we were Boobs by choice. Some of the best Americans and American books have said these things. We must face the difficulty of being democratic without despising singularity and jeering at excellence. If we dodge to either side of that difficulty we are democracy's enemies. It is convenient to examine American literature by relating it to Europe. This relation might be made in several ways. The migration of certain ideas forth or back across the Atlantic , for instance. Seventeenth and eighteenth century literature here was largely Calvinist. The New England divines (Increase and Cotton Mather, Jonathan Edwards) wrote in Calvin's shadow. Or consider Benjamin Franklin thinking, as a scientist (or what he called philosopher, and it is too bad the distinction has been made) under the tutelage of Locke and other greater minds in Europe. Or political ideas: Europe acknowledges .its debts to Jefferson, Adams, Jay, Madison . Europeans sometimes speak of the Federalist Papers as The American Book. Or look at Emerson , Thoreau and perhaps Hawthorne as products of German idealism via Transcendentalism. And of course Romanticism conditioned the work of Irving, Cooper, Hawthorne, Poe, Melville and Whitman (in the last three cases ideas went back as well) . Or Parkman and Prescott (the Conquest of Mex- �Page 4 ST. JOHN'S ico) continuing the European habit of history in the grand style. Or nineteenth century science and philosophy working in such Americans as Willard Gibbs or William James. Or late nineteenth century naturalism , the invention of Zola (or possibly Balzac) , in such Americans as Crane, Norris, Dreiser. All these are debts to E urope and payments of debt. A way of looking at American literature. Not a very profitable way, but one that would have to be tried. Another way : locating individual Americans among their European counterparts. Only a few can stand it. Take Jonathan Edwards ("I consider him one of the greatest writers who ever lived" ) . The lecturer read a passage from Edwards ' Personal Narrative describing his gradual reconciliation to the doctrines of election and damnation . . " From my childhood up I was tormented by the doctrine of God 's sovereignty ," but as he grew there grew a " delightful conviction ," a " calm sweet abstraction of soul from all concerns of this world, " a " sweet sense of divine things" (like all mystics, Edwards was infatuated with the word " sweet" ). An American who was a world-theologian. Or Franklin as a world-person , adored by Europe, his extraordinary mind expressed in a temper, a style. Or Poe, taken to Europe's heart by an enormously greater poet, Baudelaire, who devotedly translated even a Laplacean-Plotinian work on celestial mechanics called Euroka. Arthur Eddington has been reading it lately ; he '· calls it " imagina tive scient ific discourse." As a matter of fact Europe often recognizes our excellence before we do : Edwards , Franklin, The Federalist Papers, Rip Van Winkle , Poe, Emerson (Arnold at Oxford in the 1840s said of him " This is the greatest writer alive") . We have a way of waiting anxiously for Europe to value us . Tolstoy told us about Thoreau. Whitman , who reviewed his own :first book (favorably) three times, was pointed out to us by the English. Melville was a greater :figure in England . When he stopped wridng (he wrote his books between 25 and 31, one a year, was stopped by the threat of insanity ) we forgot him. In England he survived . Oxford gave Mark Twain an honorary degree while we still suspected that he was too entertaining to be good . (" He is a great poet, " said Mr . Van Doren. ) It took us a long time to find out about Emily Dickenson, too (" On e of the great COLLEGE poets of the world, perhaps the only American poet I can confidently say that of"). This placing of American figures. among the world's great is another way, but again rather " sterile and thankless. " A third way would be in terms of the consciousness American literature has had of Europe. It has been constant and uneasy. We have violently asserted our superiority or inferiority, flown into periodic rages at the condescension of English literary journalists, which is probably no more meaningful than the parrot's " Polly ." But this is less interesting than its dangerous obverse, intellectual isolationism, the notion that we sho_ ld be absolutely original. u The Great American Novel defeats itself by taking the Great American stance. Our attention is constantly diverted to Americanism, a parade that is crude and shallow and ends by hiding its head in local color. Research into our folk resources, to be sure, is a valuable enterprise, but it does not conjure great works. Americans in Europe have been frequent in our :fiction , judged affectionately (as by Mark Twain) or not (as by Cooper or Henry James). James was obsessed with this theme, unable as he was to feel at home here or there . Sinclair Lewis touched it in Dodsworth. The 1920 expatriates wrote of it. Hawthorne. started four novels about an American " uncomfortable over there. " The claim that we will live greatly in our own imagination and intellect has been made on many levels , among them the high one of Emerson : " Our age is retrospective .. . . why should not w e also enjoy an original relation to the universe . . a literature of insight rather than tradition ." Not that Emerson disdained the thoughts that Plato thought, but the vision of an American hewing them out again by himself in Massachusetts went to his head . He has been taken up and travestied by his inferiorsthe knownothings, arrogantly uninformed, with whom o ur universities and subways are crowded. The arm-swinging Americanist is al~ ways with us, beating every bush for the Unique and Great American Character. The best way to develop an American character is to forget it; We have never known how to live with Europe or how to live without it. We must ask our~ selves whether we can live without it. The lecture , somewhat stifled in summary, was in Mr. Van D oren ' s best conversational manner, and I certainly am not going to make a ST. JOHN ' S COLLEGE Page 5 former position so it took us some time to work back to it. I again suggested that he could not hold both positions. I was rather glad to hear him say that he meant by the latter position -R.A. something other than I had thought he meant . In time the real position was stated , and with It is not the wine from the vine that makes more feeling than I had expected. It still did men drunk but rather the intemperate nature not seem clear that this was a valid restatement of Time , and even if one of those plants were of the misunderstood position , and upon my to be taken out of the rank and mistaken garsaying this he inquired of me whether words dens of Earth where the sun is not simply solar always meant what they said. " but is flippant and impish and tipsy and itself I asked Finley whether he had had a ready dankly disguised but as a gypsy expelled from answer. Paradise , and set then in one of the excellent " No, I hadn' t. My ·opponent (Finley injardinieres of Heaven , God would not succumb dicated that he did not mean me to take this to its purpley-extracted scum but with real regality would partake only of his usual laud- seriously) then said that he stuck by his posianum and the one true and laudable grape, tions. I was a little put out at this and , I think unpardonably , suggested that rather than have Eternity! me draw from him the laws of contradiction-G. John. which the seminar leader had twice done-that ---0--he take one of his positions and that we inquire into the things which follow from it. His reply Mithmere Papers was that I had not disproved him and he seemed I met Finley Mithmere in the coffee shop as rather proud of this. " was our custom. He seemed more perplexed This seemed an important point in Finley 's th an usual. I asked him if the evening seminar tale and I said that I should be glad to hear on. had been as interesting as his past seminars had " Certainly, though I think that is really the been. He thought for a few moments as LeRoy end of the incident. In spite of some misgivings gave him his change and as w e sought our usual as to the appropriateness of my talking for such corner table. a long while- there were two or three com" Very much so. As is natural , there are ments that increased these misgivings- I went still one or two things which I don 't underon , inquiring whether my opponent (Mithmere sta nd about the seminar method . But I am sure again indicated that this was not to be taken they will come in time." seriously ) attributed any significance to the I was unable to restrain my curiosity and I answer he was surely about to give to my quesasked Finley to indicat e some of h is difficulties. t ion. I was encouraged b y the promptness of " I will try to. Tonight's was an especially the "'No' which I received but somewhat surnoisy seminar, but I realize that this is often a prised by the fact that a long explanation fol hea lthy thing. As usual there were one or two lowed ." fell ows who insisted on asking consecutive I asked Finley if the explanation had clariquestions. That method , I'm sure you know , fied th e negative answer . is very common in Plato 's dialogues but is not " It didn' t seem to. It was at this point that common seminar practice. There seemed to be · I controlled my probably unreasonable and rather general agreement that it was not a very strange! y powerful . desire to pursue the discuspromising way of talking. " sion further. The consensus seem ed to b e that I asked Finley if he was sure that there was I was being overly serious about the matter and such agreement. so we turned to other things ." I wondered whether Finley's opponent had "At first I was not. In fact, in one of the earlier seminars I adopted that method. My resolved his difficulties. " No, he has not. At one time I was of the • classmates were very patient with me. The fellow I was questioning answered very readily , opinion that it was a fairly important matter , though at some length . After some time he took but the majority would have me believe othera position that seemed to contradict a former wise. Someone suggested that · if it was im Position . He was not sure that he had taken the portant it was certainly unimportant. This, scene about Critical Method. After the rigors of Mr. Weedon's critical method, it is pleasant to acknowledge the charm of improvisation. �Page 6 ST. JOHN'S naturally enough, was not immediately apparent to me. We had gotten somewhat along into this problem when the fellow of the other debate took over the argument. The same exchange took place, and I don't think you will be surprised when I say that we got no further in our inquiry into the nature of paradox." I said that I was not surprised and that it was supposed to be a very deep matter. In order to clear up another point I again asked Finley about the evening's seminar. " Quite a good one, I think. As you seem to hint, there has been a change, and I think that by now I have myself well under control. I try to limit myself to four or five questions when a point continues to be unclear. If I feel tempted to go on I stay silent for a moment and usually someone will change the subject enough to bring another viewpoint in. There are one or two fellows who try to insist on staying on the subject, although theirs is an unpopular view. I certainly could not be classed with them, although I have not yet been able to bring myself to change the subject of inquiry , which , at least now and then, would seem to be my duty. One of the advantages of this seminar method is that there is great freedom and any of us can bring in anything he wishes to introduce into the talk. Several amusing things are said in the course of each seminar. While we do not get into any one viewpoint 'very deeply we manage to state several viewpoints. Naturally there is much confusion, but, as one of the tutors points out, this is probably a healthy sign ." A friend· called, "Mithmere," and Finley said that he had promised to work on some lab - B. J. report, and so we parted . ---0--- Arms And The Man The powerful motives, movements and characters emerged to the foreground of the imagery one remembers of the Iliad through Mr. Abrahamson's lecture, "Arms and the Man." The god-inspired wrath of Achilles, oft renewed , becomes the content of the poem. His wrath against both Trojan and Greek was born with Agamemnon, and caused the death of both his true friend Patrokles and the mighty Hector. Although Achilles ' wrath , permeates the pages of the Iliad, the story is of the fall of Troy . That Troy must fall and that Achilles must meet his death is known by everyone. These feelings are echoed in the wavering spirit of the soldiers and in the hearts of the Trojans. COLLEGE ST . JOHN'S COLLEGE ~ge 7 This long and terrible war is expressed symbolOne of the most curious events of the colT H E F I N E A RT S ically in terms of Achilles, the strongest of men, lege year is the annual fight about whether or who harbors the greatest of resentments, and Reading Stories not Hamlet and Macbeth are tragic heros. who finally becomes like a beast and mutilates The Wednesday night play-reading group .. Everyone can give you page and paragraph numHector's corpse. As a lion or wolf he kills all reads plays. Sometimes it doesn't read them ber of the definition of the tragic hero, and some suppliants but Priam, and causes the death of too well. At the worst , when no one has even can quote it in Greek with derivations of the key Patrokles, the kindest of men. Mr. Abrahamlooked at the play before the reading begins, words , but who cares whether Hamlet is wishyson believes the wrath of Achilles symbolizes the this is what happens. The grammar of the play washy and ineffectual, or is all the time carrying Trojan war. is complicated, and in a crucial speech a few out a deep-laid plot to avenge his father? The commas are overlooked and dropped out. The seminar dies in a wrangle over definitions and The abduction of Helen, said to be the cause reader has been hoping that he will find out classifications, and Macbeth dies unheeded. of the war, was not the first of its kind reported. what the speech means while he is reading it, Oedipus gouges his eyes out in the midst of a Abductions of women were frequent enough to but he doesn 't , and he reads nonsense which peripeteial flurry , and Natasha goes to her first prompt the Persians to say that women could neither he nor anyone else can make out. Then ball while the seminar tries to decide whether not be carried away , unless they wanted to be. no one understands the story. one great man or many little men make history . However, Helen appeared late in the story, consumed with longing for her former husband as Suppose, though, that everyone gets the Don Quixote dances naked on a mountain top , she sat weaving at her loom far from her native grammar straight. Now someone reads in a :flat while the seminar, high above the Sierra Morena, land. She wept at the happenings she was remonotone or a ponderous rant a speech which formulates a definition of The Comic Hero. sponsible for, believing her brothers too is delicately ironic. Again he is reading nonI will probably be misunderstood as saying , ashamed to :fight for her, not knowing of their sense , and the story falls to pieces, this time be- in this column, that we should not read stories deaths. cause the reader isn ' t considering the character in the light of general ideas , or even worse, that whose speech he is reading, and the situation the we should not discuss general ideas. I am not Helen cannot help being Helen. Possessed character is in . A given speech can usually be saying that. We should discuss general ideas, by Aphrodite, she is overcome with shame and read in a number of different ways, so that it we should discuss stories in the light of the genthinks mostly of herself. Austere, modest and preoccupied, she at last wishes she had died. Her means a number of different things , but there is era! ideas which are implicit in them or can be lover and abductor Paris does not appear to be usually one reading which is best, and that is the abstracted from them. But :first we should read warlike . He too is under Aphrodite's spell, and one which makes most sense in the context of the story. It is impossible to discuss The although Hector continually upbraids him, he the play. So when we are reading aloud, we Comic Hero without first being familiar with are reduced to considering the most obvious several heroes of comic stories. cannot help himself either. The question is why so few people have the The tragedy of the lot of men is relieved by things in a story. The characters, · what they are like, what they want , what they don ' t want, faintest interest in the characters of a story. The subtle comedy at Olympus. Mr. Abrahamson believes that only the gods in the Iliad partake how they behave and why. And the plot. answer usually given: Well , ideas are more inof comedy. In the throes of disorder Zeus What is happening. Why it happens. What teresting. That is , I mean, they're clear and mocked Hera and Athene, and fell in love to it's leading to. The thought in the play is im- distinct . I mean you can talk about them . Oh, sleep while mischief was being done. Ares ap- portant too, but the dramatic re-creation of the you know what I mean. Characters and plots peared as the greatest dope and Posiedon as a story depends first of all on our knowing the -well, they ' re so complicated. I mean they ' re buffoon. While no hero cries when wounded, characters and plot , and we cannot :fly off from irrational, in a sense. They 're somehow-so, the story like a pith ball from a charged rod and well, so material. Aries and Aphrodite emitted great screams. \Vhich means, in effect , that you have to The gods cannot exist without men. There circle around in the realm of ideas as we do in seminar. When we are reading aloud, we know know and remember a lot of details and see are no consequences for them as there are for men . Zeus did not appear to men and wanted this, and the mistakes .we make on Wednesday their relations to know a character or a story. no one kiiled. Aphrodite , stronger than Zeus nights are due more to laziness or lack of time That you have to read a story closely and with puts him to sleep. Apollo, defender of Troy, than ignorance. love to be able to talk about it. The same cannot be said for the mistakes I have cited the Wednesday night playsends disease to the Greeks in the beginning , and We make on Monday and Thursday nights . reading group as one group on campus which is the story ended with him. One appreciates the humor and warm feelWe have enough time to read the stories as- trying to read stories as stories primarily and ing coloring Mr. Abrahamson's lectures. He signed-ask the Dean if we don't-and usually not primarily as springboards for philosophical discusses a poetical work in its own terms and the grammar of the story 's sentences is clear to discussion. I should mention the recent public through high-lighting and artistry the poem everyone. But-even though everyone has read reading of Wilde 's The Importance of Being takes on greater unity . and clarity. The frag- ' the story before seminar-nobody knows or Ernest . There were no costumes, no sets, no ments of things remembered need to be rejoined cares anything about the people in the story or girls to take the female parts , and no profesfor one to see the unity, and the review of the What they do. That 's odd, here at St. John's, sional actors , but the parts were read with such Iliad is like a visit home after an absence in that since Aristotle says plot and character are the care and und erstanding that these incongruities two most important parts of a tragedy. were forgotten and an illusion of reality was -Daniel Brochhuizen. respect. �ST. JOHN'S Pagr 8 created. And I must cite, as another good example of good story reading with which everyone in the college should be familiar , Mr. Abrahamson 's recent lecture on the Iliad. Mr. Abrahamson obviously loves to read the Iliad, and he loves the treasures he finds in it. This gives him a big advantage over someone who reads it because he feels he must find something in it to talk about before the eight o ' clock bell rings. The Iliad, like a girl, does not give itself to rape. but it may yield to courtship, and you will court it if you find it lovable. Mr. Abrahamson talked about the characters of the Iliad and what they did. He apologized for doing this, as indeed he should have, for Homer has said everything about them that need be said. But he went ahead and talked about them anyway , since his close and artistic reading might help us ·see the things we missed in our cursory and liberal artistic reading. His method is interesting. He looks at little apparently insignificant actions and words which we overlook in our mad dash for ideas, and tries to see what they say about the personality and motives of people in the story. He follows one character from the beginning to the end of the poem , to see how all his actions and words add us to one coherant whole, which is his character. Then he tries to see how the characters interact to make the story. He does not despise ideas. (This should comfort us .) He admits that Aphrodite is Love , but he does not then enter into a discussion of What Love Is . He ·tries to find out what Aphrodite is like, and what she makes Helen and Paris do. For if Homer is trying to tell us What Love Is, or What War Is, he is doing it b y telling a story , and w e must return from t he realm of ideas to the story, again and again, if we are to find what he means. We will probably end up at the story, rather than Up Yonder , and will be unable to give an adequate definition of love or war, but we may know more about them. -Gene Thornton . Sports After relinquishing first place for a brief period , the Junior 3 basketballers hit the comeback trail with victories over their two closest rivals , which leaves them comfortably settled in the driver 's seat as we go to press. However, the seven remaining games can still bestow the winning laurels on any of three teams. Junior 3 faces three tough contests, two of COLLEGE St. John's Collegian them against championship contenders. Only by defeating the Sophomores and both JuniorSenior combinations can they be assured of the title. Junior -Senior l, with the same number of losses, but two less wins, can still sneak past Vol. LX - No. 9 ANNAPOLIS, APRIL 24, 1947 Price: lOc Junior 3 by taking their three games, against the Freshmen, Sophomores and Junior 3. Still in ' But a little reflection made clear the possibilities Reviewing A Comic Drama the running for a tie and of key importance is for taking these amiss ; so we went back to the the dark horse , Junior-Senior 2. By defeating Presented By beginning. There are some who say that a perfect Junior 3 , they can set up a possible three-way THE FORD K. BROWN PLAYERS: comedy leaves everything or nothing to be s:i.id a.bout tie, while by losing, they will give the Juniors "READING SHAKESPEARE AND it. We thought we had spotted an out here, given a strong chance for the title. CERVANTES" our rectdiness to accept the happier course, when we In recent games, Junior-Senior 2 continued to suddenly stopped transfixed like Socrates in the mid ***** show its new-found power by handing the On our way to Greg's last Friday night, in dle of the snow. A horrible thought had hold of Sophomores two consecutive defeats , the first by search of that with which to cheer onward the us : do you remember when Mr. Brown, in mentiona 38-34 margin , and the second by a more imlatest effort of our freer spirit sparked this time ing the Duke's disguising himself as a friar, alluded posing 5 7-3 3 count. Krol was the spark plug by the art of Mr. Brown, we were trying without so casually to the fact that this was an old gag used of both contests, rolling up 13 points in the much success to imagine how to review his lecture in just about every play to date? Suppose, just supfirst game and 2 2 in the second. Weinstein talwith the least of the injustice we felt certain to do pose for one awful instant, that for the last t"\w:ntylied 9 points in each game to lead the Sophohim. To us his performance much more than a two years St. John's has unv:ittingly sheltered in her mores . lecture had been a perfect comedy, and we were very bosom a Friar disguised as Ford K. Brown! reluctant to hack up ours or offend others imJunior 3 showed its heels to the challengLike mad we ran to the front of Greg's, pulled pressions in a poor effort of sharing with those who ing Junior-Senior 1 team in a rough see-saw had missed it. For a moment in this light we out our notes once so joyously scribbled, and there· n contest that saw the Juniors threatened until the thought it might be well to let the review consist beyond doubt now saw the notorious Thon-:ist relast five minutes , when a surge of power gave entirely of two citations, the first the lines over vealed. 0 sly, 0 crafty Brown' Look:-:first, and them a 47-43 victory. Twenty-nine personal Shakespeare's tomb, the second the last lines from so devoutly, the obeisance to the TRINITY: tonight fouls were committed in the game. Matteson he would cover only about a THIRD of what he Don Quixote. tallied 16 points and Terry 15 for the winners, wanted to talk about; he had in mind a SERIES OF while Cave scored 10 for the Junior-Seniors. ("Good friend for Jesus sake forbeare THREE which would yet be only ONE SUBJECT ; To Digg the dust enclosed heare. Matteson sparked Junior 3 to a second viche touched on that mode of reading which cowrs Blessed be ye man yt spares thes stones tory over the Freshmen 44-3 9, scoring 19 the outside THIRDS of a page to get at the ONE And Curst be ye yt moves my bones." points. Bounds tallied 18 points for the JunAND EVANESCENT meaning of the wcrk. iors, while the Freshmen were paced by Thomas Next, and so fittingly, he emphasized the ne:essity ***** and Feinberg with 10 each. "And thou, Reader, if ever thou can'st find him of getting on a good footing and establi.c::hing a firm out in his obscurity, I beseech thee advise him like- basis with respect to ARISTOTLE, in the words of The Sophomores, after four consecutive dewise to let the wearied, mouldring bones of Don St. Thomas himself, "That most glorious of Pagan feats , showed a tight defense and a capable ofQuixote, rest quiet in the earth that covers 'em. philosophers." Then, and in the style of the very fense by d ow n ing t h e Freshmen 49 - 18. y ielding Let him not expose 'em in Old Castile, against the Summa itself, the appeal to authority ; direct q-~1ota ­ only one basket and four fouls in the second sanctions of death, impiously raking him out of the tions from ARISTOTLE; Socrates; St. Augustine ; half. Weinstein paced the Sophomore attack vault where he really lies stretched out beyond a ARISTOTLE; Prof. Smythe ; Swift ; ARISTOTLE; with 15 points and Phil Smith tallied 9 for the possibility of takng a third ramble through the Anonymous; Ben Johnson; ARISTOTLE; Prmp:::r losers . world . The two rnllies he has made already (which le Tour · Conareve· ARISTOTLE; Charlie Chan. Junior -Senior I strengthened its bid for best are the subject of these two volumes and have met And th~ subje~t m~tter! How diabolically, professoffense and defense by romping over the Sophowith such universal applause in these and other ing to be concerned only with facts, he undermined mores by a 75 - 29 count. Ray Cave , in an atkingdoms) are svfficient to ridicule the pretended us with his demonstration of Shakespeare's indiftempt to break the college record , dropped in 17 adventures of Knights-Errants. Thus advising him fere nee to such things in "Measure for Measure", baskets and added a couple of free throws for a for the best, thou shalt discharge the duty of a a morality play not only centering around the whole 3 6-point total. The Sophomores were led by Christian, and do good to him that wishes thee evil. problem of CHASTITY, but also, according to the Weinstein with 9 points. As for me, I must esteem myself happy to have authoritative E. Haldeman-Julius "Little Blue Book" Dick Matteson maintained better than a 21been the first that rendered those fabulous, non- Library, "raising the whole problem of EQUITY." point average to continu e in first place for insensical stories of Knight- Errantry, the object of the In conclusion, and so evangelically, a few exhortadividual points, with 194 in 9 games. Cave publick aversion. They are already going down, tions: who can new suppose that the seemingly moved up to second with 13 7 in 9 games, while and I do not doubt but that they will drop and deprecatory remarks about arithmomania, cosmoSchleicher, of the Seniors, totaled 114 in 9 confall altgether in good earnest, never to rise again . mania, and mountain climbmg were aimed at anytests. Adieu." Ed.) thing but winnowing out tho::; e of little faith and � 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. 8 Title A name given to the resource St. John's Collegian, March 05, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-03-05 Description An account of the resource Vol. LX, No. 8 of the St. John's Collegian. Published on March 5, 1947. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5a3e7e832b8f13768de4f401bae6096c.pdf fe426e7e0b12c13b7b2efaa95b48229c PDF Text Text ST. JOHN'S COLLEGE Pagt 8 created. And I must cite, as another good example of good story reading with which everyone in the college should be familiar, Mr. Abrahamson' s recent lecture on the Iliad. Mr. Abrahamson obviously loves to read the Iliad, and he loves the treasures he finds in it. This gives him a big advantage over someone who reads it because he feels he must find something in it to talk about before the eight o'clock bell rings. The Iliad , like a girl , does not give itself to rape, but it may yield to courtship, and you will court it if you find it lovable. Mr. Abrahamson talked about the characters of the Iliad and what they did. He apologized for doing this, as indeed he should have, for Homer has said everything about them that need be said. But he went ahead and talked about them anyway, since his close and artistic reading might help us see the things we missed in our cursory and liberal artistic reading. His method is interesting. He looks at little apparently insignificant actions and words which we overlook in our mad dash for ideas, and tries to see what they say about the personality and motives of people in the story. He follows one character from the beginning to the end of the poem, to see how all his actions and words add us to one coherant whole, which is his character. Then he tries to see how the characters interact to make the story. He does not despise ideas. (This should comfort us.) He admits that Aphrodite is Love, but he does not then enter into a discussion of What Love Is. He tries to find out what Aphrodite is like, and what she makes Helen and Paris do. For if Homer is trying to tell us What Love Is, or What War Is, he is doing it by telling a story, and we must return from the realm of ideas to the story, again and again, if we are to find what he means. We will probably end up at the story, rather than Up Yonder, and will be unable to give an adequate definition of love or war, but we may know more about them. -Gene Thornton. Sports After relinquishing first place for a brief period, the Junior 3 basketballers hit the comeback trail with victories over their two closest rivals, which leaves them comfortably settled in the driver's seat as we go to press. However, the seven remaining games can still bestow the winning laurels on any of three teams. Junior 3 faces three tough contests, two of them against championship contenders. Only by defeating the Sophomores and both JuniorSenior combinations can they be assured of the title. Junior-Senior I, with the same number of losses, but two less wins, can still sneak past Junior 3 by taking their three games, against the Freshmen, Sophomores and Junior 3. Still in the running for a tie and of key importance is the dark horse, Junior-Senior 2. By defeating Junior 3, they can set up a possible three-way tie, while by losing, they will give the Juniors a strong chance for the title. In recent games, Junior-Senior 2 continued to show its new-found power by handing the Sophomores two consecutive defeats, the first by a 38-34 margin, and the second by a more imposing 5 7 -3 3 count. Krol was the spark plug of both contests, rolling up 13 points in the first game and 2 2 in the second. Weinstein tallied 9 points in each game to lead the Sophomores. Junior 3 showed its heels to the challenging Junior-Senior 1 team in a rough see -saw contest that saw the Juniors threatened until the last five minutes, when a surge of power gave them a 47-43 victory. Twenty-nine personal fouls were committed in the game. Matteson tallied 16 points and Terry 15 for the winners, while Cave scored 10 for the Junior-Seniors. Matteson sparked Junior 3 to a second victory over the Freshmen 44- 3 9, scoring 19 points. Bounds tallied 18 points for the Juniors, while the Freshmen were paced by Thomas and Feinberg with 10 each. The Sophomores, after four consecutive defeats, showed a tight defense and a capable ?ffense by downing th Fr shm n 49-18, yielding only one basket and four fouls in the second half. Weinstein paced the Sophomore attack with 15 points and Phil Smith tallied 9 for the losers. Junior-Senior 1 strengthened its bid for best offense and defense by romping over the Sopho. t mores by a 75-29 count. Ray Cave , in a.n a 7 tempt to break tbe college record, dropped in 1 baskets and added a couple of free throws for a 3 6-point total. The Sophomores were led by Weinstein with 9 poi~ts. . lDick Matteson mamtarned better than a ~ point average to continue in first place for in.. . 'h div1dual pornts, w1t 194. 9 ga mes · Cave rn b'le moved up to second with 13 7 in 9 games. w 1 · Schleicher, of the Seniors, totaled 114 in 9 con· tests. St. John's Collegian Vol. LX - No. 9 ANNAPOLIS, APRIL 24, 1947 Reviewing A Comic Drama Presented By THE FORD K. BROWN PLAYERS: "READING SHAKESPEARE AND CERVANTES" ***** On our way to Greg's last Friday night, in search of that with which to cheer onward the latest effort of our freer spirit sparked this time by the art of Mr. Brown, we were trying without much success to imagine how to review his lecture with the least of the injustice we felt certain to do him . To us his performance much more than a lecture had been a perfect comedy, and we were reluctant to hack up ours or offend others im, pressions in a poor effort of sharing with those who had missed it. For a moment in this light we thought it might be well to let the review consist entirely of two citations, the first the lines over Shakespeare's tomb, the second the last lines from Don Quixote. ("Good friend for Jesus sake forbeare To Digg the dust enclosed heare. Blessed be ye man yt spares thes stones And Curst be ye yt moves my bones." ***** "And thou, Reader, if ever thou can 'st find him out in his obscurity, I beseech thee advise him like, wise to let the wearied, mouldring bones of Don Quixote, rest quiet in the earth that covers 'em. Let him not expose 'em in Old Castile, against the sanctions of death, impiously raking him out of the vault where he really lies stretched out beyond a possibility of takng a third ramble through the world. The two Eallies he has made already (which are the subject of these two volumes and have met With such universal applause in th ese and other kingdoms) are stifli-:ient to ridicule the pretended adventures of Knights, Errants. Thus advising him for the best, thou shalt discharge the duty of a Christian, and do good to him that wishes thee evil. As for me, I mu~t esteem myself happy to have been the first that rendered those fabulous, nonsensical stories of Knight, Errantry, the object of the ublick aversion. They are already going down, P ~nd I do not doubt but that they will drop and altgether in good earnest, never to rise again. '•d1eu." Ed .) ;u . Price: lOc But a little reflection made clear the possibilities for taking these amiss; so we went back to the beginning. There are some who say that a perfect comedy leaves everything or nothing to be said about it. We thought we had spotted an out here, given our readiness to accept the happier course, when we suddenly stopped transfixed like Socrates in the mid, dle of the snow. A horrible thought had hold of us: do you remember when Mr. Brown, in mention, ing the Duke's disguising himself as a friar, alluded so casually to the fact that this was an old gag used in just about every play to date? Suppose, just sup , pose for one awful instant, that for the last tw2nty two years St. John's has l.mv:ittingly sheltered in her very bosom a Friar disguised as Ford K. Brown! Like mad we ran to the front of Greg's, pulled out our notes once so joyously scribbled, and there:n beyond doubt now saw the notorious Thon-: ist revealed. 0 sly, 0 crafty Brown! Look :-first, and so devoutly, the obeisance to the TRINITY: tonight he would cover only about a THIRD of wh;:it he wanted to talk about ; he had in mind a SERIES OF THREE which would yet be only ONE SUBJECT ; he touched on that mode of reading which co\:ers the outside THIRDS of a page to get at the ONE AND EVANESCENT meaning of the wcrk. Next, and so fittingly, he emphasized the ne-:<::ssity of getting on a good footing and establishing a firm basis with respect to ARISTOTLE, in the words of St. Thomas himself, "That most glorious of Pagan philosophers." Then, and in the style of the very Summa itself, the appeal to authority; direct q:Jotations from ARISTOTLE; Socrates; St. Augustine; ARISTOTLE; Prof. Smythe; Swift; ARISTOTLE; Anonymous; Ben Johnson; ARISTOTLE ; Pro.c:p::r le Tour; Congreve; ARISTOTLE; Charlie Chan. And the subje~t matter! How diabolically, profess, ing to be concerned only with facts, he undermined us with his derr.onstration of Shakespeare's indif, ference to such things in "Measure for Measure", a morality play not only centering around the whole problem of CHASTITY, but also, according to the authoritative E. Haldeman, Julius "Little Blue Book" Library, "raising the whole problem of EQUITY." In conclusion, and so evangelically, a few exhorta, tions : who can new suppose that the seemingly deprecatory remarks about arithmomania, cosmo, mania, and mountain climbmg were aimed at any, thing but winnowing out tho:e of little faith and �2 ST . JOHN'S clearing these fields for the brave and t enacious, for those who, when they hear "Man at pinnacle have no place to go but off,,, can hear in glorious counterpoint the words of St. Thomas, "Through that leap is perfect freedom found.,, So cruel a reversal, so stunning a revelation, barely left us with the strength to make it inside to a booth, where we hoarsely called for that which happily serves equally well to encourage the rising spirit or to console the fallen. -R. 0 . D . SECOND SONG While we danced to the tinny moan of a V ibra-harp and a saxophone the Ocean fog began to spill like Water over the window sill, and In the mirror at my back I Saw her face begin to crack. When her bright facade broke Fog to fog without spoke. She moaned and turned away and ran she Up the downward sliding sand, the Ocean fog ro.::e up aroun d the Melting dunes till she was drowned. -GENE TH ORNTON. MYTHOLOGY In a concise lectur Mr. Kieffer gave :in cxJ.mple of the kind of careful amlysis that a s::holarly liberal artist is capable of employing to obtain an understanding of the relationship between the world of reality and the world of symbols. It is this kind of careful, almost pedantic approach that is too frequently lacking from the dialectic of the coffee shop and even the seminar. It involves the thoughtful reading and well developed skill in the manipulation of the liberal arts that together with imagination produce the best poets and the most excellent liberal artists; for no person will reach his perfection without the mutual control between imagination and reason and the light which each faculty sheds on the other. The training which t~e lib:ral arts give the reason acts at once and as a spur and a rein to the imagination. Mythology is a standpoint from which to view the world. It is the ordering of symhols, in su:h COLLEGE a way that t.hey are intelligible, about something which the mmd understands or thinks it understands. In the development of the Greek myth, one may see the ways in which one can vie"Y the world. Later we shall talk about the Greek myth as a source of ~ducation in the liberal arts, an d about the relationship of the myth to modern science. The Greek words mythos and logos are both symbols for the expression of human thought. However, they very early began to refer to this expression in differen t ways. Whereas mythos implies the wholeness of an exp ression and belongs to the world of p::::ctry, logos implies analysis and belongs to the world of prose. Mythqlogy, then, implies the sepa· rating, the ordering, and the classifying of facts to be presented as a story which represents reality. Greek Myth begins in attempts to remember memorable events . Such legends concerning the exploits of warriors, the ascent of kings and so forth were simple expressions of fac ts. After a while the legends began to lose touch with th e actual persons and places involved and to tell the story for the value that the p~ot had, either as entertainment, or more particularly if the st ory had some advice for the conduct of human action. The third stage of the myth is concerned with etiology, with the ultimate causes of the coming to be of the Gods, and the world . H omer, by combining the several forms of the myths creates new myths and becomes the b::i.sis fer the future Greek literature; for after Hcmer, the e:sence or p!ots of his myths were used by the traged ians who concerned them.selves with eti logy, or more particularly with r,;,orals, and human action. Plato, following theo, u.c:ecl the myth in a new forr:.1, on the highest level, to attempt to say what are the ultima te causes oc th'.ngs. The r:.1yth E:eemed to be able to eay what logos and dia· le: tic are unable to say. The b::i.sic p at ~ern which he cxp"oited all thru this lc: ture can 6 cn be Eeen;Homer ccnccrned with recording legend and being an historian, the tragedians concerned with the myth as a source of cnLghtment fe r oorals and law and religion, and Plato concerned with the myth as a vehicle for the unden:t:mding cf bei:!g T he undert:tanding of each level requires the undcr;::tanding of the levels which have gone before it; so the understanding of ultimates c av be achieved 0:1ly by the understanding of the lcwi: : r levels. This three-fold divi::-ion of the u~c of symbols is illuminated by and illuminates other fields of human knowledge. In medicine, for inst1nce, the simple gathering of data such as is done by the pre· Socratic physicians is like the assembling of the facts of ~eg: nd, t hat is, just ::etti:1g dcwn wha~ has hav p::::1cd. The phy:::icia:1 pro::eeds to the middle level ST . JOHN'S when he attempts to predict the course of disease, and proceeds to the highest level when he investigates the causes of man's functions, that is when he attempts to know man as a living organism. In human affairs, history is a simple gathering of fact, oratory attempts to use fact for persuasion, and ethics attempts to find the true basis of political action . The constant correlation in Plato between the beautiful, the useful, and the good provides another analogy with these three levels of thought. The beautiful is concerned with things as seen, and the person who refuses to advance beyond their beguiling spell is an aesthete. But if the perfection of man's nature lies in knowing, one must advance from the beautiful to the useful and to the good ; here also each higher level is understood thru a knowledge of the lower levels, and the lower levels are only truly understood as the higher level illumi· nates them . In the ancient world, poets, scientists and philosophers derived their inspiration from the Muses, the mother of whom was Memory. The Muses were ill defined in their functions, and they gradually became only a formality to the later poets. However, after the A1exandrian age, they disappeared and in their place appeared the seven liberal arts which were the new guides of men in their intellectual endeavours, and became the curriculum for universities. Myth came to scorn and men called the ancient myths fairy tales, without recognizing that there was some difficulty in proving that they had constructed anything mote than fairy tales. But the new myths that they constructed still com· manded their respect because the child in man desires a whole story which only the myth could tell about the unknown. This childishness in man is then one of the reasons that scientists theorize; but there is lack of recognition that their theories are mythical in character. Scientists indeed protest that mythology is about Gods, science about, say, elements. But here they are mistaking historical priority for what is the essence of a myth, namely that a myth is an expression of what man understands about the world around him. It may also be protested that science tries to find truth, whereas mythology is poetical; but the expression of scienti.fic theory grows with the understanding of phenomena, perhaps beyond the understanding. For example, words used by modern scientists like gravity, and force, are no better words than those used by the ancients such as Gea and Zeus. Let us apply the pattern of the first part of the 1ecture to what we are saying about science. Mythology starts in legend and runs through folk tales to 1 COLLEGE dialectic. In science the same pattern of understanding is apparent, for science starts with the classification and collection of data and proceeds to techniques of measurement and then to the construction of a theory. Mr. Kieffer suggested that a better understanding of the problem of knowing the world, or at least a verbal solution could be obtained by a comparison of the pattern he outlined with the divided line. It is unfortunate that a sore throat prevented the lecturer from expanding the pattern more completely in regard to modern science, and particularly with regard to the mathematization of science which he barely mentioned. Perhaps a future lecture would aid in clarifying this subject, if undertaken soon enough so that he could assume that this one was still being held in mind. - VERNON DERR. THE CLOCK STRUCK TEN Once upon a time in a far off country called Silopanna there lived a colony of sometimes happy beavers. But let me· assure you that these were not the kind of beavers that you hear about, busily at work on some dam project or another. Oh, no, these little fellows had gathered in Silopanna for the express purpose of sharing an intellectual life with some of the smartest beavers that ever were! These bewhiskered playmates were unusual in another respect: you see, they, unlike most smart beavers, knew they were intelligent animals and didn't mind telling · one another so. To tal~ to them one would think without a doubt that this was a group of very, very eager beavers. Twice each week at 8 P.M. the colony would break up into small groups and assemble in the woods as Beaver Group Ia, Ib, and so on. And in these woods the beavers gave the appearance of working very hard . A handful busily chopped at old trees with exceedinly sharp axes while another small group dug deep holes into the ground . However, most of the others made feeble attempts with rusty scythes to remove the tall grass, while others pretended to search on hill tops, in the skies and atop trees. Now this, I know seems to be a silly way to spend a fine evening- beavers in other countries would just be schocked to see what they would call a ludicrous sight. But really it was not so fruitless a task as you might think. You see all of them were supposedly searching for Doog which is a magic herb and might be found almost anywhere. Once discovered, any and all who ate of it would be happy forever. �4 ST. JOHN'S You might well ask why it was that some bea, vers had to do such hard work (that is chopping and digging) while others hardly any at all. The very truth is that things were not supposed to be this way for when the beavers came to Silopanna they agreed to work together and share the burden of the search. But-that was a long time ago. As you might expect this did cause a few unpleasantries. However, to make matters worse most of the bea, vers who had been searching in the skies and atop trees for Doog, were afilicted with extreme cases of decoclockomania. What a problem! Each night that the beavers met, some unhappy beavers would become frightfully sick and suffer severe chills culminating in a dead faint as the clock struck ten. The situation was a bother, indeed, for even those who did not suffer from the disease grew in, creasingly annoyed and distressed. Soon it became apparent that there was less chopping of trees and less digging of holes into the ground. The poor, sick beavers unable to find the cause of the dreaded malady soon came to heckle other beavers and accuse them of carrying the germs. What a trying time! Finally one of the brighter beavers decided that there was no time like the pres, ent to act. In fact he decided that there should be no time at all. And so one night when all of the little beavers were asleep, he gathered up all of the clocks and watches and smashed them into hundreds of pieces. This should do it, he thought. But, sadly on the very next meeting in the woods, he saw that all of the beavers who had been sick were still sick and had nice new shiny watches on their wrists. Now being a smart beaver he suddenly realized that his fellow beavers were somehow enjoying the disease although they really suffered from it. And so he called a caucus of all the beavers who were not afilicted and together they decided that the only thing they could do was to search on harder than ever as though the poor, sick beavers were not there and just hope for the best. This is the end and the moral is clear: a Beaver who thin~s must be of good cheer; he must forget friend Shirker, the non-working worker and con, tinue to endeevor to be an eager beaver. -BOB GOLDBERG. THE FINE ARTS "A KING, A KING." In late February Donald W ol:fit brought his English company to the Century Theatre in New York and played three weeks of repertory in Vol- COLLEGE pone and four plays by Shakespeare. King Lear, As You Li~e It, The Merchant of Venice and Hamlet were the Shakespeare plays and except for the last, of which it cannot be said that we lack frequent presentation, none of the others has been professionally offered to New York for some years. Besides the Old Vic's visiting repertory last spring, which included both parts of Henry IV, Wol:fit's repertory presented, with two successful ex~eptions, the only Shakespeare that New York had seen in a dozen years that was not. secure under the patent of Margaret Webster. The Old Vic, although provincial and suburban in origin, is a highly professional London group.; Wolfit's players make up a provincial company which spends most of its time touring the small towns of England, Scotland and Wales. If 'the New York journalists had found the Old Vic's Shakespeare dull, it was predictable that they would exacerbate their perceptions to finding Wol:fit's Sha!cespeare tedious. New York had not seen an actor like W ol:fit since Mantell and Hampden more than twenty years ago. The reviewers, however, did not thump each other on the back in helpless invocation of the good old days: they congratulated themselves, if Shakespeare and Ben Jonson were examples, on the obvious progress of their pity, their irony and their wit. There were exceptions, and the majority endorsed Volpone with an almost alarming recognition of that play's merit, but however disposed they were toward Wolfit and his company, it was clear that the reviewers didn't take to the plays in his repertory and couldn't entertain the notion that those plays demanded serious dramatic presentation or critical treatment; it was never "Such plays as these don't deserve what Wolfit does to them," it was always "Why bother with these plays at all?" The victory of Margaret Webster's "Shakespeare Without Tears" productions was more radically corr.plete than the Theatre Guild's seduction of its patrons into Art by means of O~lahoma! Years ago, with R ichard II, Margaret Webster started out by claiming that modern audiences re' quired the old razzle-dazzle before they would look at Shakespeare. She has practiced this theory often enough (Henry IV, Hamlet, Twelfth Night, Macbeth, Othello, The Tempest) and successfully enough to have become a school marm to the reviewers on the New York dailies, who are pre' sumably of her own generation. What was assumed in \\l ebster 's early and reiterated thesis is that Shakespeare hasn't enough show- otherwise the 'old' razz~e - dazzle would be proper and usable. Another more ioport:wt assumption is that The ST. JOHN'S COLLEGE Swan of Avon, whom she loves with a passion and · matic presentation on a stage or violated the mean, with whom she conducts an r.iff aire du coeur with ing of plays in their intelligibility as literature, but the newspapers as her semi-private liaison, is, let's because W ol:fit acts within a dramatic and not a face it, boys and girls, just plain dull in parts and, . literary tradition. This means that at the end, one in parts, also silly. (The let's-face-it approach of the plays might be paraphrased in the same way assures everyone that Webster is intimate enough that it is paraphrased after a reading of it, but that the means by which the paraphrase is possibl~ differ with The Bard and his plays to be authoritative.) Now what Webster did about this was to keep the fundamentally; the difference is between underdull and silly parts in, as a challenge, and distract standing the work as one understands any other the illiterate audience with business and spectacle. book and understanding the work as a play. LitThis was most effectively achieved by singing actors erary illusion (Margaret Webster's dullness and but that had a certain monotony and she then silliness) might suffer distortion on the stage: so it called in razzle-dazzle casts, people like Paul Robe- should if literature has forgot itself and failed to son and Vera Zorina and Canada Lee. Webster's note essential differences inside itself. most recent and most daring effort, last fall, was King Lear is the play of Shakespeare's that has with Henry VIII, which was so dull and silly that figured most in the argument about plays as literait needed more panoply and costuming than any ture and plays as playable. If Lamb and Bradley other play of The Bard's she had tried. She suc- are right, to portray Lear is a "betrayal" of Lear. ceeded and I . understand the spectacle of the show This play "is Shakespeare at his very greatest, but was only rivalled by the plushy revival of Lady not the mere dramatist (sic) Shake:Jpeare." Thus Windermere's Fan. A play of Shakespeare's less Bradley, a great critic. The great Shakespeare pretentiously done or a play specifying, in her own critic who was also an actor, a director and a proterms, fewer pretentions, was unthinkable to Web- ducer, Grat1ville-Barker, disagreed: "At best, of ster at this stage; her affair with The Swan has be- course, the actor can be but a token of the ideal come so close that she is One with The Master. Lear; and (thanking him) some of us may still feel Unfortunately, Webster produced Henry VIII with that in the rarefied spaces of our imagination withthe American Repertory Theatre, a new company out his aid we come nearer to Sh akespeare '~ imaginthat could hardly afford the budget of an M-G-M ings-though what have we after all but a token musical. of words upon paper to measure these by? But docs Donald W olfi.t works on assumptions different the actor only remove us a stage farther from our from those of Margaret Webster and he has liad source? I think not. He gives the words objectivity audiences more difficult to persuade. When he and life. Shakespeare has provided for his interstarted his group he wanted to take Shakespeare all vention. He can at least be a true token." I think over England, and he had trouble: Shakespeare is Donald Wol:fit's production of King Lear proves as foreign to Swansea as it is to Duluth. The war Grnnville, Barker's point. The play turns out to be also interrupted W ol:fit 's to'uring plans, which did as playable as Ha.mlet, and this is especially true not materialize until 1944. He travelled on the because with all its virtues, W olfit's production has continent and in London he gave hour, long ex- myriad faults. With some intelligence, no actor cerpts from Shakespeare at lunch-time, the dramatic who can also project and disguise his voice can go equivalent to the National Gallery concerts. There wrong in the part: it is a "natural." There is, after all, as much shilly-shallying in the actorwen~ 2 500 performances of Shakespeare in all and \lt one time his theatre was the only one open in producer's fear of the play as th ere is in the muthe city. The company's equipment is at a mini- sician-conductor's dread of the Storm Section in mum, all the plays have unit settings that allow the Pastoral Symphony: both were written tq be rapid pace·, the costumes are not dazzling and the played. The pictures you might have seen of Wol:fit lighting is, by New York standards, of high school caliber. To Wol:fit the play is the thing and any- as Lear are bad photographs, but the impression of thing less than or more than the play itself is in- a bent figure with a chalk-white face, long white admissible. T emptations to use more than elemental hair and beard, costumed in light colors rather than scenery, props, costumes or special effects are pro- in royal hues, is generally accurate. W ol:fit is not, hibited by respect for the work as a drama written however, the absurd "old man tottering about the for the stage, where it is most eas:ly and best stage with a walking stick," for whom Lamb pre, understood. Students of Shakespeare as literature dieted certain failure. In the first scene of the play, might have been· disappointed with his repertory, the authoritative impatience of . "Come, nob!e Burnot because the plays were contradictory in dn.' gundy," at his exit is not less authentically forcefu1 �6 ST. JOHN'S and impatient than "Attend the Lords of France and Burgundy," at his entrance, although the impatience is of another sort. In Scene 4 W ol:fit uses the cracking but still powerful voice of an old king- of an old man young enough to hunt-when he is impatient {\Jr his dinner and for his Fool, and when he intt:rviews Kent. At his ignored demands for his Fool, the impatience takes on pathos and there is a suggestion of what Lear's madness will be. He asks for his Fool when he cannot effectively call for anything else. When one of his knights goes in search of the Fool, Lear is animated to strike Oswald, Goneril's steward, for his impertinence. The actor conceals a long whip in his belt under his cloak and when he lashes Oswald with it, the surprise is immense and in one moment the sources of authority remaining to Lear are defined dramatically. Lear would like to belie the Fool with his native wit when the Fool begs him to "keep a schoolmaster that can teach thy fool to lie"-the Fool would "fain learn to lie," ever since the king made his daughters his mothers-but Lear can merely fall back on the whip and threaten him. His impatience with the discovery that he has lost his old authority during the interview with Goneril in this scene, is an impatience no longer justified because he is no longer a king, and it is this stubborn impatience that he knows might drive him mad. His direct questions to Goneril, "Are you our daughter?" and, "Your name, fair gentlewoman?"both questions Goneril does not answer, insist upon his authority in vain, and W ol:fit asks them in a regal ironic tone which does not admit that any reply of Goneril's will be unsatisfactory: he is beginning to remember his Fool. When Wol:fit strikes his head at " O Lear, Lear, Lear!" and appeals to nature repeatedly to curse his daughter and dooms her to laughter and contempt, the king becomes a figure with the stature of Oedipus and the knowledge of Tiresias. The Fool carries his purpose too far and Lear whips him when he is direct: "Thou shouldst not have been old before thou hadst been wise." Lear's next lines as he drops the whip, the 0:1ly verse he speaks in this short scene, "O ! let me not be mad, not mad, sweet heaven; Keep me in temper; I would not be mad.", show his vision of the absurdity in the vexation he must still assume he can be possessed by. At the end of the scene, the Fool brings the whip to Lear, he takes it, pulls the Fool close to his side and they exit with Lear's "Come, boy." as the thunder cracks. W olfit 's delivery of the often quoted speech "O ! r eason not the need. " at the end of Act II COLLEGE is more moving than I wm,Ild have thought possible. He read the speech differently in the two performances I saw. Goneril and Regan are on either side of him and at Regan's line he throws his cape over his shoulder and turns from them for the :first part 'o f the speech and weeps as he beseeches the gods not to let women's weapons stain his cheeks. As he turns back to them, flinging his cape and pointing with down-turned palms and outstretched fingers as if groping for articulation, he predicts his revenge in a low and ghastly knowing voice that is reminiscent of the "Away, away" after his earlier cursing of Goneril, and the silence after "they shall be the terrors of the earth" is the quiet of his having terrified the whole earth. He has quieted himself as well as Goneril and Regan with his vague terrors and he turns his back again, weeping as he swears he'll not weep. His prediction to the Fool that he will go mad is more plausible by this reading of the speech than by the Titanic reading Wolfit gave it another time. Gods are not inarticulate and although force and authority are terri:ying when he turns back and points to his daughters with a firm hand and fixes them with a rageful eye, they become absurd at Lear's inability to name his revenges, and his wanting not to weep is unnecessary: Titan's don't. The :first reading is the better bridge to the real Titan that Lear can become on the heath against other, simpler elements, and to the madness that he suffers there. The Storm Scenes are not done over-realistically, but there is lightning and plenty of thunder, which often interrupts the speeches. Wolfit's voice, the largest I have heard in a theatre, is not inaudible for this, but the Fool and Kent are not heard at all at the beginning. Lear stands leaning against a narrow high rock, the Fool clutching him in fear, and does not move throughout his :first scene. I'm afraid I don't find the thunder interruptions offensive. The wonder of the words is a theatrical and dramatic wonder and if their clarity is sacrificed in a few lines I am pleased at the reality of the other lines, a reality I do not always find in them on a page. It is not, again, so much the reality of the lines themselves that I question as the unreal quality the seen_ and the Eituation have in the text. I suppose I am saying that the Storm Scenes in King Lear an~ incredible to me as I read the play as a "poem" or, better, that I cannot read the play as a poem. The text is more than a poem, however "huge," and if I can't read the lines aloud or hear so:.neone else ffad them, the fuil value of the text is not conveyed. No one who has called ST. JOHN'S it a great poem, and most people have, doubts its achievement, but they have found it impossible to discuss it except lyrically or epically. These critics tremble at the stage consequences of the witches in Macbeth and the Ghost Scenes in Hamlet. My simple nature is embarrassed when the witches and the ghost are not thoroughly visible when I see these plays. Similarly, the Storm Scenes in Lear seem to me to demand performance. I confess that the scenes are enormous problems for the actor and the director, that the actor's voice will easily fail him if the scenes are not broken, that the director must not obscure whole sections of speeches with over-zealous realism, etc., but these difficulties are of a simpler sort than the imaginative difficulties spoken of by Bradley, for instance. "The Storm, scenes in King Lear gain nothing [on the stage J and their very essence is destroyed." Shakespeare the dramatist has failed and Bradley re-instates him in the library with a brilliant case based upon poetic rather than dramatic, achievement. It is extraordinary that Bradley, who appreciated Shake, speare's being "immensely effective in the theatre" in most of the plays, should have noted collapse here. King Lear is an enormous work not wholly intelligible in one performance, but neither is it at a single reading, or many readings. As GranvilleBarker said, both words and actors are tokens. For Shakespeare the words were for the sake of the actor, who could best give them to us. Bradley's readings led him to anticipate the miraculous in a performance of Lear. When he didn't :find it, he called it impossible. Literature and its critics might become less embarrassed at finding the playwright Shakespeare in their midst; the evidence of an acting tradition that Wolfit brought to New York should remind us that much literary criticism of Shake, speare is potentially nonsense. The Wolfit production is cut for intermission at Act III, Scene 4, with the putting out of Gloucester's eyes (the whole play ran two hours and a half, with cuts). Just before this, in the Hovel Scene, the play loses its momentum. The set for the scene is too confined and the people too crowded in it for either their words or their movements to be clear. I am sure that those who were unfamiliar with the play didn't know there was a mock trial of Goneril and Regan going on; it was only plain that Lear was as mad as Edgar pretended to be. If better direction could not be mustered, \V olfit might have heeded the Folio and omitted the trial. This was the :first time that careless direction sacrificed the whole meaning of a scene. The madness of Lear is not the traditional Problem that the "madness" of Hamlet has been COLLEGE 7 because Lear is a simpler, less intellectually astute character and certainly also because debility is not unnatural to old age. In King Lear it is a noble madness, in Hamlet a noble mind o'erthrown. Wolfit's Lear is a very old man and his madness from Act III until his reunion with Cordelia in Act V would therefore seem to be less marked than if he played the part more vigorously, but I think this interpretation is essential to the play. Lear is afraid of madness and repeatedly says that he is afraid of it not only because of what has been done to him, but also because of how this must affect a man like him. One of Shakespeare's ways of making him the man he is is by the long list of repetitions, natural to the aged, that he gave Lear to speak ("O! you sir, you sir, come you hither, sir."; "Hear, Nature, hear! dear goddess, hear!"; "O Lear, Lear, Lear!"; "No, no, no, no!", etc.) There are a number of examples and whatever other functions these repetitions have, the frailty and carelessness and helplessness they reveal in the king is their :first, simple purpose. Stark Young, the one critic who knew the play well enough and respected it enough to care what Wol:fit did with the role, found his madness exaggerated and extreme. I don't think this view is tenable unless Lear is played as a much younger man. Perhaps there have been agile, com, paratively . youthful Lears (I remember seeing a portrait of Macready in the role and although his hair was white and profuse, his strong unwrinkled face was not bearded) , but I would suspect that Lear's madness in such performances would suggest the grotesque, as some scenes do in 'The Duchess of Malfi, say, rather than provoke the horrible and the piteous. The degeneration into madness in Act III can nevertheless fail in effect without physical as well as vocal techniques on the actor's part. W olfit accomplishes this splendidly by moves and gestures as frail as before except that in the mad scenes, Lear's imperious gestures, which he could still make in the early part of the play, are also frail and aimless; he wills to make these gestures but they have the mark of nervousness that his involuntary gestures had previously. In the meeting with Gloucester at Dover, Wolfit enters Mad (Shakespeare), carrying a small bouquet (a compromise with Capet's addition, fantastically dressed with wild fiowers). Anything more than the bouquet in the Wolfit setting would have been pretentious: the flowers were the only color in it and a lei would have made the scene visually a burlesque. Gloucester does not help Wolfit in this scene and Edgar is ornamental, yet with the set resembling the facade of Sing Sing and standing on a papier-mache �8 ST. JOHN'S rock, he carries it, against all immediate odds and against odds imposed · on his dramatist. Act IV, Scene 6 is filled with quotations from The Bard and I was disposed for paralysis. These were not played up; it was a pleasure to see the clever playwright win out with all the words. They were all W olfit had and all he needed. W olfit follows a melancholy but r esp ected tradition for his reunion with · Cordelia and lies sleeping in his tent as soft music plays at the beginning of the scene. This is moving but not as moving as the playwright's direction would have been : Enter Lear in a chair carried by servants, and the analogy between the chair and Lear's throne is missed. The changes the actor produces in the Lear we saw last in the scene with Gloucester is not an ingenuous return to the Lear before the H eath Scenes; his patience is weary with the result of his impatience, Lear is fatigued at emerging from a madness that is the effect of his just agitation, caused in turn by his wrath with Cordelia. Cordelia cannot miraculously revive him. Lear's contempt for her has been dearly paid for, the interval h as been :filled with enduring, there have been too many counteractions for him to turnabout and quickly embrace the object of the folly that w as their cause. It is at Cordelia's wish to confront her sisters that he can refer to the complete and redeeming joy he might find with her. But this possibility is cut off by h er death, the :final resolution of the folly the gods still judge pitiless. Lear, even had C ordelia not died, would have doubtless perished in attempting to live the lesson of his folly without remembering the awful devices by which he gained it. I think t his is the answer Granville- Barker w anted to the plea, "Try to imagine his survival. . ." Cordelia's death in the Wolfit production was no less inexor able or w anton than the other works of the arch-villians, Goneril, Regan and Edmund, however imper fectly those parts were played. As Lear has suffered from their caprice for his own fault, or rather as his fault had been coincident with their wickedness, he had negatively authorized their caprice and although they are now dead, they have all been kilted by their own hands as it were, and not by the demand Lear might hav·e made. In terms of Lear's not having acted against them directly, they go on living and Cordelia must die. The bodies of Goneril and . R egan on stage, which W olfit flinches at, confirm this. Lear of course w as powerless to have them executed because of his abrogation of his own position, an abrogation his d:iughters read without scruple. In the w orld the vile daughters inhabit, which is al::o the world of EdL un d, th e king has no wish to act . The other w orld he: des::ribes to COLLEGE Cordelia, where they will "tell old tales~ and laugh at gilded butterflies," is the same transcendent world Richard II paints for Aumerle, a magical world where they will "make foul w eather with despised tears," and a world, for Lear, where there is no need of noble anger. Before Wolfit's entrance with Cordelia's body, the beginning of Lear's line, "Howl, howl, howl. .. " is heard off-stage. He enters and kneels, supports her on his left knee, then lays her down. "And my poor fool is hang'd" crushes Lear more . The fact that this line is notable and that the recognition of Kent is complete illustrates how Wolfit avoids the "insufferable" effect that Bradley foresaw for any effort to "turn continually in anguish towards the corpse." The last speech of Lear had, as W olfit played it, enough pat hos t o remind me that Bradley had called it the o ost p zi. the tic speech ever written. But afterwards I wondered if the pathos had been sufficient to sustain Bradley's astonishing perception that Lear imagines C ordelia to be still alive. The second time I s:iw the play I tried to ju~tify the apparent'.y natural lack of sympathy p c:op ~e once had for its unhappy ending. Their inclination was supported by the sub3titu ted version of Nahun Tate, which w as insert ed in ;ill p erformances of Lear for a hundred and :fi ~ty-ceven years un til H azlitt and others prevailed upon Kean to restore the original ending. (Kean did this in 1823 and in 1838 Macready restored much of the play, although Granville-Barker notes that he, too, " tamp:::red w ith its structure and--by much omissionw ith its text" .) Bradley turned "with disgust from Tate's sentimental version, from his c .arriage of Edgar and C ordelia, and from t hat c. cap moral which every one of Shakespeare's tragedies contra, diets, 'that Truth and Virtue shall at last succeed .'" Then again Bradley wasn 't sure " that we are right when we unreser ved ly condemn the feeli ng which prom pted these alterations." Kin g L-:ar thus fails fo r Bradley as he wishes the l:ing a'.c.d Cordelia to escap e their dco:n. Such a faJure would of course be just as gross in the " w ork of p ae j ::: imagination" he contriv s to save Shake~pcarc 's rcpul'a::ion. Uw r :::served conder.mation of the feelin g which pro!11 pted the alterat icns will be just with any iw s'. ght into th e subject m:.tt ter and situation of King Lear and the diff ercnces from the other tragedies this was bound to exact from its author. The new world that Lear found, that he was forced to find, is no unhappy one. Lear's difference from Shakesp eare's other heroes, the play's difference from all the other p ~ays, warrants a q·1 t10:1ing cf t he work e as a d r;rn~atic t ngecly be.it clces not allow of slothful ST . JOHN'S inquiry so much as to call it a dramatic gloss. Literary appreciation and criticism of Shakespeare can unnerve actors, producers and audiences alike. Bad taste in the drawing room becomes bad taste on the stage. But to bother with Shakespeare at all is to ignore taste; he was offensive to Tate's time, to Johnson's time, to Hazlitt's time, to Bradley's time and to ours. No better antidote is to be found than in productions of his plays by Wol:fit and others like him, whatever their faults. The faults of this King Lear are many. Wolfit's performance is the only great one. The other people in the cast are typical members of a provincial stock company, some good, some satisfactory, but mostly bad. This has unfortunate consequences for the play as a whole and I can understand Bradley's dissatisfaction at productions like this, which once were probably legion in England, but the de, gree to which W olfit compensates for the defects by his illumination of Lear is immense and I per, sonally found the play more rewarding than my reading of Bradley's lectures on the subject. (I am not being snide; I can find no higher example.) The near loss of the play's sub-plot was one of the consequences. Frederick Harrey, who gave an excellent performance in Volpone, delivered Edmund's first long speech to the audience in an intimate, off-hand attitude-in the manner of a 17th century French wit, as if he were Osric in Hamlet, so that the audience not unreasonably questioned his capability for any evil greater than snitching sandwiches. I read in my program that Harrey had played Oedipus in the London production of 'The Infernal Machine and when I saw the play again I attempted to discover more in his reading of the role. Despite his resemblance to him, Edmund is not Iago and he will compromise his wickedness by flippancy, and Harrey was still the flippant carefree devil. Eric Maxon, the old character actor of the company, was Gloucester (when you see the ' parts the regulars play in Lear, their roles in the other plays can be guessed; Maxon does Tubal, Polonius and Corbaccio). His performance was effortless and the simple rattling-off of lines although his appearance was adequate. It is elementary in acting that actors must listen to what other actors say to them and not anticipate their cues; the attention requisite for listening is not just fixing the eyes and staring in feigned concern at what is being said or maintaining an impervious, j occupied expression that defies scrutiny. I am sure that Mr. Landau never considers his actors perfect in this respect, but the King William Players are more skilled in the minimum requirement than some of the players were in Wolfit's King Lear. Glouces- COLLEGE 9 ter and Edmund together ·almost cancelled out the dramatic value of the sub-plot. Gloucester's blinding is ghastly by nature and W olfit 's actors tried to tone it down, which abashed Shakespeare and the audience, neither of whom shirks horror when it is called for. Gloucester sat in a chair facing backstage; Cornwall and Regan we.re not a jot more frightening than a couple of barbers. The scene is brilliantly lighted! To confirm our suspicions that nothing dreadful occurred, the bandage that Gloucester wears over his eyes is wet with only perspiration and is less bloody than a bandaid. Perhaps Wolfit (who presumably staged all the plays) had in mind Bradley's "the blinding of Gloster belongs rightly to King Lear in its proper world of imagination; it is a blot upon King Lear as a stage-play." I keep hoping that Lionel Barrymore will some day leave Hollywood for a few months and take on the role for which his flair is indispensable. He seems to me the ideal Gloucester. Years ago I understand he played scenes from Lear with his brother on the radio. He might search for another Lear and fulfill the debt he owes his art and not continue to wait for the good movie role that comes to him once every aeon . The scene at Dover where Gloucester throws himself off an imaginary cliff was absurdly managed . A small, low rock stood stage,center and when Gloucester leaped it was at considerable effort that he did not merely stumble. The sound of the sea in the background was the only credible aspect in the scene. Mr. Van Doren, however, did not admire this effect as I did and remarked that of course Gloucester and Edgar were not near the sea at all. The scene direction 'The Country near Dover was thus literally ignored by W ol:fit, but as I re-read the scene and also try to discover how it should have been done, I still think the sea-sound is needed for the pathos the scene must produce in the theatre. The real quality of the sound of the waves certainly showed up the make-shift quality of the realistic set in the W olfit production, but might not the trouble here have been not the sound of the waves but the naive imitation in. the scenery? Gloucester, early in the scene, says that he does not hear the sea, which as a blind man would be his clue, and Edgar describes the dizzy height and the fisherman along the beach to deceive him, for he knows his intent and wants to prevent it. Perhaps the two actually are on a hill and not on a cliff over the sea, perhaps Gloucester is so determined to end his misery and is so anguished by his eyes that 'he caw not heed the evidence of his other sense, but in the theatre I don't know how the audience is . to be made aware of what Edgar is doing unless an actual �10 ST. JOHN'S cliff and beach are close by for him to be saving his father from. The sea-sound also has an unreal and mysterious quality that would assist a setting less real. A cliff extending far backstage, dimly lighted, with the sea below on three sides and the land slightly lower on the other, might accomplish what I have in mind. Gloucester would not then fall in a ridiculous fashion into a pail of water, as it were, and when Edgar turns him toward the land the audience would have no doubt that he is saving his father, and the slight incline would permit Gloucester to fall forward and down, all of which would tend to stress the pathetic rather than the comic. Gloucester would not be over-credulous when he is persuaded that he has truly fallen. The scene is an awfully difficult one and I do not possess the "common sense" that made it easy for Bradley. I have not been to Dover but the sound of the sea must be audible for miles in the surrounding country. I know Mr. Van Doren will not mind my speaking of his objection. · No solution would have occurred to me if he had not made it. Kempster Barnes, the matinee idol in the Wolfit group, looked splendid as Edgar. He has a quiet voice with a range so narrow that its sound is more striking than the words it speaks. In the Heath Scenes the distortion he gave his voice did not help its audibility. Kent, played by Alexander Gauge, was probably the most satisfactory performance. Kent is not disposed to express himself passionately, yet since his love for Lear is the pasE:ion he lives by, Gauge could have given him more than the duty of a mascot. The Fool (Geoffrey Wilkinson) I thought so bad the first time I saw him that I went the second time prepared to protest publicly. His voice is shrill and offensive and he could not lend the Fool's songs either the melody or the lyrical quality that Shakespeare put them there fo r ; instead he shrieked in rhythm, with snatches of intelligibility. If music would disguise the words, screaming destroys them. The Fool hopped about the stage awkwardly and ungracefully in his first scene. Ballet, of course, is not required, but a hopscotch executed without nimbleness is grotesque and no Fool could think it diverting or funny . Ready as I wa to declaim against him, W ilkinson had calmed down for the last performance and I was more struck by the artful way Wol:fit used the Fool, defining his relation to him by a careless and almost inattentive heeding of his words at first . Doubtless Lear is not solicitous about the Fool during the Storm and "It is foolish of him, no doubt, to follow his master into such a storm- but, then, he is a fool " and that is the only virtue Lear w ants in him. Granville-Barker also says that the Fool COLLEGE ST. JOHN'S C OLL E GE 11 is characterless alone, and in this sense Wilkinson rnent and participation m the play are manifestly critics, by competition. The art by which t h e actor was a perfect foil for W ol:fi.t. necessary, Wolfit's accomplishment is more manifest participates in the playwright's imagination is a still. high critical art . Surely of Shakespeare it is the As for the smaller parts, Cornwall and Albany were done adequately, particularly the latter, and King Lear has been act ed only twice in New · best criticism we shall ever have. - F.M. Oswald, whom Johnson thought the one · wholly York since t he days of Robert B. Mantell-since evil character in all Shakespeare, was understood the fi rst World War. Curtis Cooksey and the in the same way by John Wynyard, who affected Shakespeare T heatre actors produ ced it unsuccessthis idea to excellent dramatic advantage. full y in 1932. Sam Jaffe gave a performance as Lear in a semi-professional production of the play Rosalind lden's Cordelia was lovely in appearC limaxing a five-game w inning strea k, an aler t at the New School in 1940. The Wolfit presenta- Junior-Senior lA quintet nosed out a for midable ance and absolutely competent in performance, yet tion is probably the last we shall see for many Junior 3 team by a 29 to 28 score to cop the basket I was indifferent to her portrayal. After I had obyears, unless the O ld Vic company can be per, ball championship before an estimated crowd of ten served Miss !den's success in the comic roles I exsuaded to endure again the circus maximus that people in a n ight game p layed in Iglehart Hall. plained her failure as Cordelia as a lack of natural ;ti the Century T heatre and bring to New York response to a tragic part, but her Ophelia was so The Junior-·Seniors spotted the losers a 10 point cl1eir K ing Lear with Laurence Olivier and Alec staggering that this became nonsense. My indiffer, margin in the opening minutes of the game, as S'..:cvc 0 uiness. ence might be accounted for by the problem everyT erry drove under the basket four times and Biil one has in talking about Cordelia. How can any I don't know when Wolfit p layed Lear fi rst, Ross dropped in a set shot. O nly a one hander by actress play the role except negatively, in sweet but it is his most famous role and he had recently Ray Cave kept the winners from being blan~:ed in contrast to Goneril and Regan? Cordelia must be finished a limited London engagement in the play the first quarter. proud in the first scene, but there, too, the con' in the early fall of 1944. This was the season of Coming back after the rest period, Stern and niving obeisance of her two sisters will assist the John G ielgud's repertor y of Ham let, The D uchess Schleicher tallied and Krol dropped in a free throw actress who portrays her. Cordelia should not be of Ma lfi, Love for Love and A Mi dsummer N..ight's to bring the score up to 7- 10 before C lark scored excessively solicitous with the king in the last Dream, of the O ld Vic's Richard III, Peer Gynt for the J uniors. T hree baskets by Cave pu:= the scenes. Miss Iden did not mother him, but her awe and Arms and the Man, and incidentally the season Jun~or - Seniors into a one point lead, and th ccorc of him could have been greater. of the ,first of the over,stuffed revivals, W ilde's An sec,sawed then until the half, when it read l G, 16. Goneril and Regan are acted by Violet FareId eal Husband. The London theatre public differs In the third period, the score continued to brother and Ann Chalkley, respectively. Both were from the intelligentsia public that would have waver back and forth until a i:et shot by E:irl extraordinary English fem ales and albeit past their mainly supported such plays in N ew York, and Bauder and a free throw by Cave put the Juniorbow-and -arrow, bicyclin' days, each bore the stamp the English newspapers and periodicals refl ected Seniors into a three point lead . In the final fr:i.me, of those rolickin' times. Both were commanding, this audience's enthusiasm for Wolfit's King Lear. both teams tuned up their defenE:e to a fren zied one w as heavy in flesh, which she was obliged to· It is strange that this same actor in the same play, pitch, with much of the play comisting interdisplay by her costume, and both had the English which was admired tremendously among other cepted passes and violent struggles under t he hoops . sandpaper voice-the most rasping, breathless voices. great portrayals iri other great plays in London in A lay up by Dick Matteson and a basket by Wes I have ever heard. Miss Farebrother was so enor19 44 , should have been despised in N ew York in Gallup brought the Juniors in the lead again , but mous and so patently the Brunnhilde type that I 194 7. The theatre in N ew York cannot boast of Roll Schleicher, with two men hanging on, t aliied was convinced she was in the wrong auditorium. anything in so typical a London season except a fer the winners. Cave then t ossed in a one hander, H eaving divas we must tolerate ; heaving actresses, plushier Wilde revival, more musical comedies and but Gallup came back fast to put in a hcok shot never. Miss Farebrother's entrance into Gloucester's. Alfred Lunt and Lynn Fontanne. In New York castle was a moment I shall not forget. Her blue· there are r..o great actors. No new great plays is no shortly before the game ended . Foul throws were the deciding factor, w ith the costume was emblazoned with a bright red toga and , excuse fer this; there are no new great plays in winners sinking five of their eight attemp ts, while when she suddenly threw open the gates and stood London, either. Acting is sustained and extended holding them apart, the effect w as, at first, terrifyby Shakespeare's plays and others like them. Acci- the Juniors only scored on two out of seventeen ing. Unfortunately the only possible sequel to the dentally-and i t is only accidental- the London tries, Gallup missing ten of eleven chances. full melodramatic manner in which Miss FareCave led the scoring with E:ix baskets an d a revivals can compete with pcpular plays and mu ' brother executed this entrance was the Battle Cry sical comedies because the London public likes the free throw for thirteen points, while Terry p aced from D ie W a I~ure . Both these lad ies intimidated classical drama and enjoys good act ing. The pre- the losing team with five baskets and a foul for the audience and not their proper objects within tentiousness of potential re per tory theatres in New eleven points. the play. York has doomed them before they have begun ; In their third encounter, Junior 3 once more they have imagind that they must compete with downed the cellar -p03ition Sophomores, this time by That King Lear, the least happy of all his productions, was still no minor success, was a particular , what they ar e there to p revent. U ndisguised and a 48 to 3 5' count . T he Sopho::nores functioned honest presentation of classical drama in N ew York smcothly but continual substitutions did more to and very special achievement for Donald W olfit. might well serve a h:gher fonct:o:1 and cJ:. .c::e 2. r::crc hurt than h e~p their organization. M atteson mainAll the defects, alongside his Lear, are not striking valuable reaction than the revivals have done in tained :first position in individu al scoring by tallyin the theatre while the play is in progress; insofar as the character and the number of the faults spe' London . Const ant revival of classical plays will ing 26 points, and Wall a::::e s::::ord eight to le:id th::: ci fy the degree t o which proj ection into temperacertainly restor e acting and that might alco i:tartle Sophorn.orcs. SPOR TS o: �12 ST. JOHN'S Junior,Senior , A got off to a fast start against I the Freshmen, piling up a 43,9 margin at half,time and then coasting in to win 65 ,29. Cave scored 20 points and Thomas of the Freshmen hit the hoop fot 10 points. Junior,Senior 2B continued along the come-back trail with a 55 to 51 upset over Junior 3. The Juniors stepped out to a 13,9 lead in the first quaP ter, but the Junior,Seniors crept up in the second frame and a basket by Van Sant on a pass from Hooker put them into a 22- 20 lead at the half. In the third period, the Juniors pulled up one hard fought point and early in the final period they pulled into the lead as Matteson, Gallup, Ross and Dei-r all scored; but three baskets by lanky George Van Sant brought the. sccre even ·and a one,hander by Bill Elliott put the Junior,Seniors ahead again. In the closing minutes, the gap wid~ned as Hool~er, Elliott, Krol and Van Doren tallied to make the score 55 -49. Matteson of the Juniors dropped one through the basket just before the game ended. A near upset. came when an inspired Sophomore team led the champion Junior,Senior lA outfit through three quarters of play, Qnly to go down to a 43-41 defeat in the closing minutes. The Sopha, mores piled up a 17 ,4 lead in the first few minutes, but the winners rallied and were trailing by one point at the half. In the third period, the Sophomores continued to hold a slight edge, but early in the last quarter, the Junior-Seniors pulled into the lead to win the game. Schleicher .scored 17 points to lead the winners, while the Sophomores were paced by Gargle with eleven and Wallace with ten points. Junior,Senior 2B won its fifth straight game, downing the Freshmen 61 to 37. The Freshmen were only trailing by one point at half-time, but in the second half, the Junior,Seniors turned on the heat and piled up 38 points to the Freshmen's 15 points. Van Doren scored 20 points for the winners and Thomas led the Freshmen with 15. In the final game before the ch:impionship match, the two Junior-Senior coaibinat ·ons came together once more, 1A risking a season record of seven wins and two losses, and 2B riding on the crest of a five game winning streak. When the dust had cleared lA had racked up another victory, by a 66-5 4 count. The winners scored first on baskets by Bauder and Cave and stretched the margin to 18 -12 at the first quarter. In the second period, lA showed an alert defense and yielded only nine points, while pouring 29 counters through the hoop as first Schleicher and then Cave got hot. With the score reading 47-21 against the::l, 2B turned on COLLEGE the heat in the third period and tallied 17 points before lA could recover from the shock, but after pulling up to 42,53 at the end of the third period, the drive collapsed and the two teams battled neck and neck in the final frame. Schleicher, of lA took scoring honors with 22 points, and Charlie Van Doren totalled 20 for the losers. Final standings in basketball: w. L. Ave. Pts. 0.P. Jun.,Sen. lA ---·------ 9 2 .8 18 541 373 Junior 3 --- --------------- 8. 4 .667 540 432 Jun.,Sen. 2B -·---------- 5 5 .500 417 501 freshmen ---------------Sophomores ------------ 4 7 .363 437 544 2 10 .167 417 502 Individual scoring: Games Pts. Matteson, Junior 3 12 242 Cave, Junior 1 --··----------------- -- ---- ----··- -- 13 186 Schleicher, Senior a --·----···-··---··-----··- 13 174 Krol, Seniora a ··----·--------- -----·--·--------- 16 117 Bounds, Junior 3 ···--------------·------------ 11 102 Gallup, Junior 3 --------------·---··---·---·-·- : 12 97 Player and 'Team Wallace, Sophs --·--·- ------------------·-------- 12 88 Thomas, Frosh --· ·----------- ---·----- -·- ·---· -- 9 81 Weinstein, Sophs -----·-· ··- -- ·--·----·--·----- 11 78 Van Doren, Senior b ----- --·------ ------·-·- 6 71 Although a 28-game basketball s:hedule has been completed without a single forfeit, athletics at St. John's appear destined to continue on the downgrade which started when the war began. Fall softball was cancelled because of poor turnouts; swimming is no longer poscible; only tc:1 of :fifteen football games were played; lacrcssc i" no longer scheduled in the former backyard of the national champions; and volleyball, according to a recent canvas by Mr. Lathrop, will be played cnly by Aristotle, Plato, Kant and Mrs. Pcrlitz . On the basis of such re.prcsent::i.tion, it is impossible for schedules to be arranged in these sports, but it is suggested that those individuals who are interested in playing volleyball or lacrosce contact the members of their [eminar, and prepare a list of potential players to submit to Mr. Lathrop. Only by such action can any kind of competition be arranged which will allow for regular scheduling of thc3e sports; and without regular schedules, team spirit as well as competent officiating is lost. St. John's Collegian Vol. LX- No. I 0 ANNAPOLIS, MAY 15, 1947 THE INNOCENTS ABROAD Mr. Van Deren concluded with his second lee, ture on American Literature. In contrast with the Erst, where he considered it la~-gely from the view ot Europeans, he chose to consider it this time as an Ar.nerican, examining his own world. The lecture was chiefly historical since the literature itself falls into an historical pattern, but it falls into a number of genera and it will be presented here in that light . , To begin with, there was the Discovery, an event unparalleled .in history, either before or af, ter. From the geographical side alone it was an immense prize; The Ghost Went West, to garble Hegel with a recent movie, in the person of Co, lumbus, and found a continent greater than Europe in size and potential richness. The literature begins with the Journals of Columbus, and we know the disco\;ery is not over, for it went on and still continues; there were endless roads to travel and endless things to see-endless things to find out. So there is the literature of the Frontier, of the West, of Texas, of California and the gold rush, and in later times, the T.V.A. and the New Deal. There was the Indian, "Who's Untutored Mind Sees God in the Clouds and Hears Him in the Wind," and who, being somewhat resentful of the white man's invasion, provoked a series of books on Indian Captivities; here was found the savage incarnate. Later on came the Leather Stocking Tales of Fenimore Cooper, which earned for that writer an international reputation and v.1hich every boy still reads, although Cooper's stories of the noble savages were resented by the public after the last, cruel battles, and subsequent v1:riters such as Mark Twain portray the Indian as dirty, ignorant and contemptible. He was, by that time, having risen . to untoid heights of savagery and degradation through generous applications of rifles, whiskey, and dispossession. Newer and so, berer researches such as the Government Survey indicate the Indian as being both philosophical and wise; he was devoutly religious and where his , poetry was prayer, his philosophy was ritual. Besides the Indian there was the pioneer of whom tn en made legends: Kit Carson, Lewis and Clark, Wild Bill Hickock, Buffalo Bill, and Davy Crockett, who boasted that he could dive deeper, swim farther and come up drier than any man alive. Price: I Oc Through all of these wntmgs there is the persistent theme of discovery and newness, with cow sequent heroes; always there is the relentless pushing west and north, through the wilderness, across the prairies to the mountains, and down frcm the mountains to the sea. A desire to go places and see new things has always moved Americans, and Seymour Dunbar's . "History of American Travel" is a classic of its kind in its description of the result. After the Discovery there followed Experiment. Americans have always loved invention ancl novelty and they idolize the ingenious in such enterprises; but if the ciesire is for novelty it is not for real origin;tlity, and as such is probably not a healthy one. The love for Experiment is exemplified in the writings of Melville, Emerson, Thoreau and Hawthorne. whose "Scarlet Letter" is the ~tory of a man V:·ho tried the experiment of living precisely as he pleased-and faiied. In iater times we b:we Stephen Cnm; and Theodore Dreiser who ber-an 'Nhat has come to be called the N~turalism '"of American Literature. Their books, and those of practically e'Jeryone elst: who has foliowed, are distinguished by t"\VO char:lcter, istics: thcv speak of persons who are conditioned and \Vitb~ut. fre e will, made for better or worse by their society, and they try to tell us things v.:e have not heard before. An ex~-tmple is Caldwell's "Tobacco Road," where we are i~pressed by the " authe.nticity" of misery ; thz book would be trivial if it were not about "real people," c;.nd that is its condemnation . When the Naturalists try to ex, plain themselves they fare a bit worse; Steinl"eck cheapened an otherwise excellent novel, "The Grapes of Wrath," by frequent, though short, chap' tcrs of philosophical interludes which served only to ma.ke the Eader wish to omit them and get on with the story. Books today must be authentic, their sources correct, their subjects novel, and such terms are symbolic of poor understanding. Amer, icans have · either forgotten or they never knew · that good literature talks about the same things over and over again; only it talks ti.bout universal, unconditioned things-love and death, tragedy and life, man and the universe-<:i.nd if Amencans really believe such thnigs no longer worth talk, ing about they will never write af'ything worth a nickel. But if \Ve are always seehng new ideas and new theories, it is because wt?. have no tradi, � 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. 12 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. 9 Title A name given to the resource St. John's Collegian, April 24, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-04-24 Description An account of the resource Vol. LX, No. 9 of the St. John's Collegian. Published on April 24, 1947. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c57ce7bb877b0210355f4e2fae1fb46a.pdf c901737eaa824db5fe1c1ed202bd13bf PDF Text Text 12 ST. JOHN'S Junior,Senior JA got off to a fast start against the Freshmen, piling up a 43,9 margin at half,time and then coasting in to win 65' ,29. Cave scored 20 points and Thomas of the Freshmen hit the hoop fat 10 points. Junior,Senior 2B continued along the come-back trail with a 55' to 5'1 upset over Junior 3. The Juniors stepped out to a 13,9 lead in the first quarter, but the Junior-Seniors crept up in the second frame and a basket by Van Sant on a pass from Hooker put them into a 22-20 lead at the half. In the third period, the Juniors pulled up one hard fought point and early in the final period they pulled into the lead as Matteson, Gallup, Ross and Derr all scored; but three baskets by lanky George Van Sant brought the. sccre even ·and a one,hander by Bill Elliott put the Junior-Seniors ahead again. In the closing minutes, the gap wid~ned as Hool~er, Elliott, Krol and· Van Doren tallied to make the score 5'5'-49. Matteson of the Juniors dropped one through the basket just before the game ended. A near upset . came when an inspired Sophomore team led the champion Junior,Senior lA outfit through three quarters of play, 9nly to go down to a 4 3-41 defeat in the closing minutes. The Sopha, mores piled up a 17 ,4 lead in the first few minutes, but the winners rallied and were trailing by one point at the half. In the third period, the Sopha, mores continued to hold a slight edge, but early in the last quarter, the Junior-Seniors pulled into the lead to win the game. Schleicher .scored 17 points to lead the winners, while the Sophomores were paced by Gargle with eleven and Wallace with ten points. Junior-Senior 2B won its fi fth straight game, downing the Freshmen 61 to 37. The Freshmen were only trailing by one point at half-time, but in the second half, the Junior,Seniors turned on the heat and piled up 38 points to the Freshmen's 15' points. Van Doren scored 20 points for the winners and Thomas led the Freshmen with 15'. In the final game before the ch:impionship match, the two Junior-Senior combinat ·ons came together once more, IA risking a season record of seven wins and two losses, and 2B riding on the crest of a five game winning streak. When the dust had cleared lA had racked up another victory, by a 66-5' 4 count. The winners scored first on baskets by Bauder and Cave and stretched the margin to 18-12 at the first quarter. In the second period, lA showed an alert defense and yielded only nine points, while pourir1g 29 counters through the hoop as first Schleicher and then Cave got hot. With the score reading 47-21 against the::-t, 2D turned on COLLEGE the heat in the third period and tallied 17 points before lA could recover from the shock, but after pulling up to 42,5'3 at the end of the third period, the drive collapsed and the two teams battled neck and neck in the final frame. Schleicher, of lA took scoring honors with 22 points, and Charlie Van Doren totalled 20 for the losers. Final standings in basketball: w. L. Ave. Pts. 0.P. Jun.,Sen. lA ---------- 9 2 .818 5'41 373 Junior 3 --- --------------Jun.,Sen. 2B ____ _ _ ______ 8. 4 .667 5'40 432 5' 5' .5'00 417 5'01 freshmen ---------------Sophomores -- --- -- ----- 4 7 .363 437 5'44 2 10 .167 417 5'02 Individual scoring: Player and 7' eam Games Pts. Matteson, Junior 3 12 242 Cave, Junior 1 -- .. ---·----------- -------- ---·····Schleicher, Senior a .... ___ .. ______________ __ _ Krol, Seniora a .. _____________ .. _ _______________ _ 13 186 13 174 16 117 Bounds, Junior 3 ________ .... ___ .... _ _____ .. _ .. 11 102 Gallup, Junior 3 .... ____ .. _____________________ : 12 97 Wallace, Sophs .. ------------------- -- ----------Thomas, Frosh .... ___ _ _ .. ___ _ __ ___ .. __ ___ ___ ____ 12 88 9 81 Weinstein, Sophs _... ....... _ __ ____ _____ .. __ _ __ 11 78 Van Doren, Senior b .... -... __ ___ ____ __ ,, _ __ 6 71 Although a 28-game basketball s :hedule has been comp 1eted without a single forfeit, athletics at St. John's appear destined to continue on the downgrade which started when the war began. Fall softball was cancelled because of poor turnouts; swimming is no longer pos:ible ; only to of fifteen football games were played ; lacrcsse is no longer scheduled in the former backyard of the national champions; and volleyball, according to a recent canvas by Mr. Lathrop, will be played cn!y by Aris' totle, Plato, Kant and Mrs. Pcrlitz. On the basis of such representation, it is im' possible for schedules to be arranged in these sports, but it is suggested that those individuals who are interested in playing volleyball or lacros::e contact the members of their 1:eminar, and prepare a list of potential players to submit to Mr. Lathrop. Only by such action can any kind of competition be arranged which will allow for regular scheduling of thc:;e sports; and without regular schedules, team spirit as well J.s competent officiating is lost. St. John's Collegian Vol. LX- No. I 0 ANNAPOLIS, MAY 15, 1947 THE INNOCENTS ABROAD Mr. Van Deren concluded with his second lecture on American Literature. In contrast with the Erst, where he considaed it la~·gely from the view ot Europeans, he chose to consider it this time as an A'Tierican, examining his own world. The lecture was chiefly historical since the literature itself falls into an historical pattern, but it falls into a number of genera and it will be presented here in that light. , To begin with, there was the Discovery, an event unparalleled .in history, either before or after. From the geographical side alone it was an immense prize; The Ghost Went West, to garble Hegel with a recent movie, in the person of Co, lumbus, and found a continent greater than Europe in size and potential richness. The literature begins with the Journals of Columbus, and we know the disco'l.~ery is not over, for it went on and still continues; there were endless roads to travel and endless things to see-endless things to find out. So there is the literature of the Frontier, of the West, of Texas, of California and the gold rush, and in later times, the TV.A. and the New Deal. There was the Indian, "Who's Untutored Mind Sees God in the Clouds and Hears Him in the Wind," and who, being somewhat resentful of the white man's invasion, provoked a series of books on Indian Captivities ; here was found the savage incarnate. Later on came the Leather Stocking Tales of Fenimore Cooper, which earned for that writer an international reputation and v.rhich every boy still reads, although Cooper's stories of the noble savages were resented by the public after the last, cruel battles, and subsequent 'l."\. riters such as Mark Twain portray the Indian as dirty, ignorant and contemptible. He was, by that time, having risen . to untoid heights of savagery and degradation through generous applications of rifles, whiskey, and dispossession. Newer and so, berer researches such as the Government Survey indicate the Indian as being both philosophical and wise; he was devoutly religious and where his poetry was prayer, his philosophy was ritual. Besides the Indian there was the pioneer of whom tnen made legends: Kit Carson, Lewis and Clark, Wild Bill Hickock, Buffalo Bill, and Davy Crockett, who boasted that he could dive deeper, swim farther and come up drier than any man alive. 1 Price: I Oc Through all of these wntmgs there is the per, sistent theme of discovery and newness, with consequent heroes; always there is the relentless push, ing west and north, through the wilderness, across the prairies to the mountains, and down frcm the mountains to the sea. A desire to go places and see new things has always moved Americans, and Seymour Dunbar's . "History of American Travel" is a classic of its kir.d in its description of the result. After the Discovery there followed Experiment. Americans have always loved invention and novelty and they idolize the ingenious in such enterprises; but if the ciesire is for novelty it is not for real origin;tlity, and a.s such is probably not a healthy one . The love for Experiment is exemplified in the writings of Melville, Emerson, Tho, reau, ancl Hawthorne, \vhose "Scarlet Letter" is the :;tory of a man who tried the e:r.:periment of living precisely :.i.s he pleased-and faiied. In iater times we h:we Stephe!l Cnm: and Theodore Dreiser, who began 'Nhat has come to be called the Naturalism of .l\merican Literature. Their books, and those of practically everyone else \.Vho has followed, are distinguished by two char:lcter, istics: they speak of pl?rsons who are conditioned and vvitbout free will, made for better or worse by their society, and they try to tell us things 'Ne have not heard before. An ex;-i.mple is Caldwell's "Tob?..cco Road," where we are i~ pressed by the "authenticity" of misery ; th2 book would be trivial if it were not about "real people," a.nd that is its condemnation . When the Naturalists try to ex, plain themselves they fare a bit worse; Steinbeck cheapened an otherwise excellent novel, "The Grapes of Wrath," by frequent, though short, chap, tcrs of philosophical interludes which served only to make the Loader wish to omit them and get on 'l.vith th~ story. Books today must be authentic, their sources correct, their subjects novel, and such terms are symbolic of poor understanding. Amer, icans have · either forgotten or they never knew that good literature talks about the same things over and over again; only it talks a.bout universal, unconditioned things-love and de~Lth, tragedy and life, man and the universe-and if Amen cans really believe such thnigs no longer worth talk, ing about they will never write arything worth a nickel. But if \ve are always sed-ing new ideas and new theories, it is becrnse W':'. have no tradi- �2 ST. JOHN'S tion and no gods to steady us; we have no religion and no p::i.st, only something like a religion in something like a past. American writers who are aware of the fact for the most part consider themselves failures, and the list of them includes Melville, Henry Adams, Hawthorne, and Mark Twain. Next there is the Humor. Humor is said to be bounded by national limits, but we like to think that American humorists have been among the best. One of the best examinations of this is in Constance Rourke's "American Heroes " in which she includes as humorists even Emerson, and Henry Jame.:;, and she speaks of humor as "that which is prior to wit." Perhaps the greatest of them all, Mark Twain, the man who brought the Mississippi East, is a vast strc:tm of wi::-e humor. In his conversation and speeches, which he used to give all over the country, he was unparalleled, anr1 the magnificent dinners he sponsored at the old HotE'l Delmonico in New York were usually graced with ~l delightful lecture. There was Artemus Ward deserving of immortality by the one statemen~ alone: "Today I visited the tomb of the late lamented Shakespeare; it is a great success. " Besides Twain and Ward there is Ring Lardner: God alone knows how many hours one could spend laughing over his stories and " plays," and th<? question of whether he is a great writer or not is put aside while we have the pleasure of reading him. Now there are White and Thurber ma.de famous in The New Yorker and by their own books, whose humor is acid but nonetheless effective. And although the lecturer didn't mention him, we ought not to forget Don Marquis. So much is our literature: our novels, plays, essays, philosophy, our religion and our love, cur thoughts and aspirations. None of it is good enough. Mr. Van Doren gave us, as Americans, some advice before leaving the platform; advice that is probablv ::i translation into his terms of Mr. Buchanan's Advice to Young Men Cuncerning Prisms, which stated, in effect, that for ten years er s~ we ought to look for a prism through which to view the world. When we have found it we ·will have learned to live; Mr. Van Doren would say we will have learned to die. Both require an understanding of the tragedy of life and death, of our semi-immortality. For the knowledge that we have for a few years is immortal and uncnangeable; our bodies are evil and corrupt and must pass away. For a time, the who]{> world, whether we are Aristotelians or Kantians, is at our :fingertips; then it is gone, to be revived in us only by myths. As Americans we must recognize that the world is at our fingertips, but that it will not al- ST . COLLEGE ways be there, at least in any physical way. We must reach out and take it while we have t!-ie chance, that is, we must be<;:ome a great people, and when we realize that greatness is only for a time we wil1 write eloquently of the tragedy. If we do not reach, if we do not take the Pascalian leap, we will tumble on the edge forever, and Jik,,. the leaves, turn red and fall. -C.V.D. - J.V.D. TWO POEMS Mentally dull she was, and o the singing flies and beetles of her dehydrated summer, when she asked for peace, asking; We found her in the meadow because we loved her damp eyes and slick eyes, eyes round and round, and moving her square hips, pressing flat the flowers under her tread, she tramped the summer days derelict, perhaps needing medicine, and drifting; But her lips were and her breasts were thick round as round as eyes, eyes not resting, looking but not seeing: so we found her. She was having a dull summer, and we, drew diagonals through her heart like a tree. Ron 13 I don't now remember the numbers of the fl eets, Or of the armies, nam es of divisions, th gcner::i.ls ; The admirals I forget already, and the sweepers; The islands I can't remember: green, ephemeral, Forgotten; though still rcm.inded I don't remember M types of ship, Q types of enemy: Kinds of friend; then; there was a dancer; Her name was some Spanish, like the wind, but then I Didn't know her, though I danced some with her; But I've lost the touch, lost the war-con~acts, Lost the historical pluperfector Of the good redblooded factual account, But I remember the buNav number Of one squadron, though I forget the officer. -John Sanborn. JOHN'S COLLEGE 3 Church. The R eligion itself is, in these cas~s, that of the internal Proletariat, the downtrodden masses of the old, d ecaying civilization which is taken over by the external Proletariat, the bar, In his lecture last Friday, Mr. Barr made a gal- barian tribes on the fringe of the decaying civillant ;md, on the whole, rather successful effort to ization. These tribes break in the Universal Emexpound in an hour and a half the ideas set pire which the old Civilization has become, are forth by Arnold Toynbee in the first thr.::e vol- converted to the Universal Church, and become umes of his work, "A STUDY OF HISTORY." the New Civilization. We shall not attempt to recount in detail the lecIn addition to these complete civilizations Toynture as Mr. Barr gave it, but rather to give what bee discovers several abortive attempts . Of these seem to us to be the more important facts of the the star example is the Irish, which was killed by lecture, with such comment as seems appropriate. the Western just as it was making good progress. Toynbee's work is the most recent effort of It was in some ways akin to the Greek Orthodox, man to answer the question of his origin and his ,and, as it, like the Orthodox and the Western, destiny by the study of History. Toynbee's an- came from the Hellenic Universal Church, the swer to these questions is contained in an image, Western Culture may here b e accused of fratrathe image of the mountain of time. This is a cide. The whole business of whether the damaae steep, virtually perpendicular slope, jagged with done to outsiders by an expanding civilization is occasional shelfs, ledges, crevices, etc., on which justified seems to be passed over with a shudder. we see men representing the societies of all ages Besides the Civilization which "made it," and Some are lying on ledges, still in death, some arc those which started but failed, there are the Eskiclinging to the naked rock, their whole strength mo, (too cold) , the Nomad, (today) , both of expended in maintaining their hold, while some whom faced too big a job, and the Polynesian, few still climb feebly toward the next ledge. The which got off too easily. total number who have attempted tht. ascent is This leads us to Toynbee's answer to the Quesuncounted, for there are few of which there is tion "How does a civilization come about?" It any trace left to count. Of those which arc still is i~plicit in the image of the Mountain, and is visible twenty-one reached a height sufficient to contained in the phrase, "Challenge and Re · warrant our calling them civilizations. sponse." A group of men living in a primitive These are: society meet an obstacle, either n atural or human. 1. The Egyptian ] f they are crushed by it, nothing happens; if 2. The Andian (Inca) they respond to the challenge, they are soon con3. The Sinic (Yell ow River) fronted with another, and so on . The example 4. The Minoan here is Egypt. Tonbee thinks that during the 5. The Sumeric lee Age the Sahara was a fertile plain in which 6. The Mayan 1ived tribes of hunters. Then as the Glaciers re · 7. The Indic (Brahmin) treated, the plain gradually dried up. Some of the 8. The Hittite hunters went south and west to the Sudan, where 9. The Syriac they continued as before . Some, however, went 10. The Hellenic cast into a wild tangle of swamp and jungle along 11. The Western the river Nile. Clearing this was the first chal12. The Orthodox · Christian (Russian) lenge which led to the rise of the Egyptiac Civil13. The Orthodox Christian (B:ilkan) ization. 14. The Far Eastern (China) There are two obvious points for an attack on 15. The Far Eastern (Korea & Japan) Toynbee's theory. The :first question, which was 16. The Arabic thoroughly belabored in the question period is, 17. The Hindu "Is the Catalog of Civilizations complete?" For 18. The Babylonian instance, is the Egyptiac Civilization really one, or 19. The Ucetec is it divided by the Hyksos period? Are not the 20. The Mexic Babylonian and Sumerian Civilization parts of one 21. The Iranic These are connected to one another in various continuous development? Is the Provencile culways, the most interesting of which (to West- ture a civiiization? What happened to the great Kymer-Tha.i culture of the lower Orient? Is it erners at least) is that of the Universal Church. For Toynbee thinks that the Western culture was really part of the Indic? Isn't the culture of the born out of Hellenic by the Roman Catholic Niger and Sen gal valleys another Ireland? Of a Lecture About a Treatise on Climbing Mountains �4 ST. JOHN'S COLLEGE The only tests given by Toynbee as to whether what in other civilization was the beginning of the a social unit is a civilization are: ( 1) The devolp, end. Perhaps they were the end, perhaps not. In ment of art, religion, science, etc., and (2) the ;rny event, it is virtually certain that No. III would ability to maintain itself against other civilizations. do the trick. No civilization has ever achieved its Thus the provencile ]s not a civilization, even if final unity by peaceful means, but there is nothing you admit that the religions and artistic difference in the theory of "Challenge and Response" to pr"were sufficient to make it so, for it failed to sur, vent one from so doing. It is Toynbee's hope tha~ vive. Some of the others pose more difficult prob, Western Culture was not killed in 1914, nor in lems. The second great question to be asked, is 1939 and that we will meet the heretofore "final" the old one of causation. Is Toynbee's answer chall~nge with full response, and enough reserve good, and how far does it go? Oswald Spengler, energy to scale new heights. -Morgan. in the second volume of his "Decline of the West," expends a considerable portion of his im, mense store of invective against "English Type, Evolutionary Causality" in history. This type of causality, of which Darwin is the leading example, A problem usually faces anyone reviewing ama· postulates the slow change of life forms to meet tGur oerformances at St. John's of how to be honchanging conditions. Spengler believes in "form c.::tly '" critical yet sufficiently grateful and polite. fulfilment," that is, that forms of life appear, in, For, as it must always be remembered, these per, crease, decline, and are succeeded by new forms. formances are gratuitous, and usuJ.lly the only As evidence he offers the facts that before the manifestation of sustained interest in a Fine Art diluvial age there were no forms resembling man, among us . But a facil and satisfactory solution to during and since that age, the man form has been the problem is &imply to take the performance at substantially the same. Similarly, there are no its full worth, considering only the facts of the civilizations before the Ice Age. Such forms orig- music and musicianship undiluted by patronizing inate in a sudden "Wandlung" (mutation), the sentiments. After all, fear set aside, the best show cause of which is a mystery to us . of appreciation for the Chamber Music R~cital is We are not certain whether or not Toynbee is the serious and sincere criticism we are willmg to Gne of these English Evolutionaries. There is cer, give it. tainly a trace of them in "Challenge and Re, Mrs. Benac is an old friend through Chamber sponse, "' in so far as this is based on the chang, Music performances of the last several year~. She ing conditions. The saving clause seems to be the bas always been our stand,by violinist, but 111 the not unusual one of the presence of a God. As this Mozart A Major Sonata her playing had not, for is another way of saying mystery, the two systems the most part, the polish I recall in those past retend to the same blank wall, "how did the form citals. I qualified with for the most part because I Civili'.'..ation come to be?" To put it in another did not mean to include the last movement. Th~ manner, a challenge is a change: of condition, re, cl;fficulty seemed to be a technical one- too light sponse is adaptation to the new condition. bowing in the fast passa§!eS destroying the tone The main interest in Toynbee, as in any other ---rather than faulty phrasing. In the last mnve' Philosophy of History is in what conclusions may ment, however, Mrs. Benac launched her best be drawn with regard to our future. In Spengler style: vigorous bowing, rich tone and clear, even there is only one possible answer. A Civilization variations of volume. The piano part, played by has a life cycle just as does a plant. It is born, it Mr. William Buchanan, was too loud, but the grows and develops, flowered, it remains only to fault might have been due partly to ti1e pian') being opened too wide. I disagree, moreover, with die gracefully. I_ Toynbee, on the other hand, things are much Mr. Buchanan's percussive in~erpretat ion of many n less certain. A civilization is born, rises from passages that seemed to me lyrical. I realize tha_t challenge to challenge until it reaches the one this is done to keep Mozart from sounding sentt' final challenge, Political unity. Here the chal, ment1l and romantic, but it can be accomplished, lenge though finally overcome is so strong as to dubious though the purpose may be, while still completely exhaust the powers of the Civilization. preserving more legato playing in passages w~ich After that it falls on the ledge of unity and awaits obviously call for it. The tempo of the piece, its end, or less poeticaly, waits to be destroyed by though perhaps slightly slow, was consistent and less exhausted neighbors. Our civilization has ,-iolin and piano stayed together except for some reached the stage where Unity is a necessity. The of the first movement. I think, however, that World Wars I and II have all the earmarks of these criticisms are very minor compared to the CHAMBER MUSIC RECITAL ST. JOHN ' S 5 COLLEGE first attempt at ensemble playing , his perform3.nce excellent musicianship of hoth Mr. Buchanan and . Mrs. Benac. In a real sense their performance did is little short of ph enomenal. For those who as yet don't know it, to 1vfr. ;ustice to the work, no mean achievement. Abrahamson goes the full credit of org::m1z111g the · I had never heard the Hindemith Sonata before recital. One hopes he will not hold brt.ck, but and I must already break my rough shell of de, <rive us more of the same, for h e seems the only t 3 chment to voice the gr2.titude due Mr. Abraham·· ~ne among us both capable an~ willing _to orgrt.mze son and Mr. Goldstein for bringing us such a susuch performances . St. Johns musioans sho~ld perb piece of music. I liked the per~o;mance very seek him, however, not wait, with destructive much too, and although Mr. Goldstein s tone could have been a little sharper, (I understand he had a modesty, to be asked . -Eugene V. Thau. bad cold), he has a fine sense of phrasing and ~l fcdina for the compiicated rythms. Mr. Abrahams;ns' performance was the finest of the afteP noon. One felt he had perfect control over his playing at every moment; there was no .uneasiness A city with an exemplary dramatic season w_o~1ld er · in listening to him, which cannot be said for any otter rev1va1 as di.verse as new plays a nd musKal s, s · of the other musicians. Like the Mozart, it was we should see, among others, 'The Merchant of the last movement I thought particularly· well Ven ice and As 'You Li}z e It of ten and Hamlet iJlayed by both flute ancl piano,-as thrilling and played by at least two actors. ~oetic a climax as I have ever heard in a Chamber Commonplace Eeasons, on the other hand, would satirt.te our appetites for the most popular . of \VOrk. The Mozart Sonata in C Major for four hands, Shakespear e's plays <tnd we should remam obhv1' 3.lthough thoroughly enjoyable in Messrs. Fraker ous to the defects as well as to the men7t of his and Benedict's treatm ent, nevertheless was marred othe-r work. Theatre seasons in New York ;i.re by a serious fault. Here the musicians seemed to neither exemplary nor commonplace. ~ onald be vying. with one another, pressing each other W olfit 's presentation of King Lear was his one a.imost petulantly. I refer, of course, to their play- challenge to a commonplace season; for the rest, ing only and not to their mental attitudes about he and his visiting English actors were cont ent w which I am ignorant. The antagonism n.:1ght havz present plays that Broadway, because of it~ f ealty been merely a conscious interpretation or the four, to hybrid productions, had reason to re~uire A s. hand sonata, but in any case I disagree with the 'You Li}z e It has been performed there twice in_ the method. Mr. Fraker, whose keyboard dexterity is past fifteen years and each of these productio_ns v:onderful, used a p ercussive treatment reminiscen t played for two weeks; 'The Merchant oJ Venic~ of Mr. Buchanan's performance and also of harpsi, was produced last by F ntz Lieber m 19 .1 1. How chord piaying. (Yet in that particular style it was ever much figures on high school performances of certainly fine playing.) Mr. Benedict produced these plays might attempt to persu~ de me that the more t emperate sounds, bearing further witness to piaywrights and actors m New Yo1K ha,~ absorbed my feeling that he possesses an excell ent "Mozart ;i,nd ;11 ft.slered these elementary com cnes 111 the touch." impressionism and vigor _of their ~dolesenc_e, _ I Haggin, the model for all self-assured young f,hould be dishonest if I did not conL ess a fa1hue critics, puts the Bach G M ajor Sonata for Flute, tc note in that city either an approach to the open Violin and Figured Bass in his list of the com, corni.::: spirit of the plays or a JOt of evidence that .uch plays could be acted there with any . eas~~ poser's "unimportant or uninteresting works." Al, E I assume every school boy knows As 'You Li}ze though for the most part reliabl e, I think he over, and 'The Me rchant of Venice as "beautifully constates a bit in this case. But even if this stately structed" plays, perfect of their kind, that any little work is unimportant compared to Bach's nedant wil assure him h e is right ab ou~ . I also greatc:st sonatas, it is hardly uninteresting. Mrs. ~ssume that Shylock do es not frighten the acto r, Benac was in better form than £or the Mozart, that Portia, if she is not mistaken for Stella Dalb.s Mr. Goldstein's tone seemed clearer than before :i.fter tb e styk of Helen Hayes, is a p<Ht pl_a.y ;:i ~,le and Mr. Ablow completed the trio with a re- by a high school sophomore,_and that Rosalmd i~ strained treatment of the piano part. Too re, to the actress what Hamlet 1s to the actor--::i. part strained, however, for he held back the pace Mr. in which reasonable presentability b eing granted, . , Goldstein began with, maintaining a sluggish tempo failure is hardly possible." Berm.rd Shaw o;Ke said that Rosalind s popu, throuahout the piece. However, having heard iarity was due t o three causes: '"First, she only froJT1 Mr. Abraham son tl-1at this was Mr. Ablow's A PART OF THE. FOREST 1 �6 ST. JOHN'S .speaks blank verse for a few minutes. Second, she only wears a skirt for a few minutes . . . Third, .she makes love to the man instead o~ waiting for the man to make love to her." She was thus a sure success to the Elizabethans and so she is for us. Let me here and now celebrate my good taste and say that I am very fond of As You Li~e It . Rosalind has always been for me the one bearable extrovert in the history of the· drama and she is the one heroine of Shakespeare I unreservedly admire. The Wolfit production of the play gave reason to supplement this idiot devotion. Rosalind Iden is a :fine actress and not just because of her first name. Her capability for the role she was named for and the design with which she executed the part seem to me so exceptional that I search vainly for an equivalent in our theatre. M 'ss Iden is the only actress I know who can beguile without ingratiating her person or insinuating her offstage reputation. H er appearance is pecularily unAnglo-Srt.xon, to Judge by the other ladies in the Wolfit company. She is tall and blonde and the metropolitan critics notwithst::mding, she is no sensation in tights Her voice is strong and pleasant and ideal · for comedy; she can declaim without being elocutionary. She addressed herself to the play and to the audience without cu~eness, never as if to say that she was the most precious girl that ever breathed and weren't all these simple people adorable? Miss Iden appcarl?d in all five of the plays in the Wolfit repertory and I find that after seeing her in all of them I cannot describe her as a personality. How much actresses should giv_e of themselves in a part is defin ed by the phywnght and it is clear that they must not betray themselves outside the limits of their play. Within each one of the plays, as Cordelia, Rosalind Portia, Ophelia and Celia, Miss Iden betrayed herself appropriately, and the sum of these betrayals is evidence of her art, not of her breeding. A fact that exposes most of our present day actresses is that we don't care about watching them act as much as we'd like to take them out to dinner. As You Li~e It is the one play of Shakespeare's that can be presented out of doors in the daytime. Only three short scenes are set indoors, anuteurs and pastoral players here and in England frequently preform it in a natural setting and there is the story, in a novel, of its being played in the crangery of a French country house. Wolfit's presentation of the play had something like that story in mind. Settings were formal and stylyzed and convinced everyone that th ere wouid be no attempt to be authentically woody. The scenery was composed of groups of m!ltching low screens b2cked by a plain dark curtain that were rcvcr- ST. COLLEGE sible for court and country, and props were reversible, too, alternately serving for love seat and tree stump. The front curtain was used only at intermission and at the end of the piay. The '·wooden O" ·that Shakespeare was later to complain of was not crammf.d, its confines were ex8. ggerated to so great . an extent that it was aprarent that it would have been silly to try and overcome them. The set, in remarking its own limitations thus forced the audience to rely upon the play, an unfair advantage to have taken even with As You Li~e It. A bare stage would have been better. It would seem that where inadequacies in scenery might be supplied by ample reference in the text, scenery of the type Wolfit med would be proper, but for As You Li~e It a preciousness and pever-never-land quality in the scenery anticipates and makes prematurely a judgment about the play. The scenery in effect sentimentalizes the mechanics of the Elizabethan theatre (e.g. the movie Henry V) and asks that the ;:i udience question the reality of the ph y the scenery complements. This is Jaqu.::s, not Sh;ikespeare, and in the play itself there is quite enough of Jaques. During the play or after it is over we can doubt its reality, but not before the play has b egun . The reversible screens were turned arcund by husky girls dressed as pagt:s and at every seen::: change they bowed prettily. John Wynyard played Jaques, the sad .old wag, extremely well, most of the time speaking t o the audience directly. This attitud1:: received censurefrom scme critics who were not ~1onest enough to admit that they werC' bored to death with what Jaques had to say and didn't like Mr. Wynyard's assuming that they loved it; en the cont::rary, they suggested that the PeJ.rls might best b ;~ directed to Olympus. The theory that comedy is all talk has excellent suppor~ in Jaques. I don't know \Ji.rhat happens to the th eory when Jaques is n~cor,­ nized as a jackass. Hazlitt notes that in As You Li~e It it "is not what is done, but what is said, that claims our attention." Rosalind is provokingly loquacious and talks herself into love. Jaqu?s " docs nothing." He t alks and talks only to confirm his old bromides. The long unhappy development of the bappy metaphor "All the ·world's a stage" if. no less tedious a rant in the theatre than it is in print. Dom.Id Wolfi.t curiously elected to play Touch.stone and acted him with more wit than is native to that character. Kempster Barnes' Orlando was his most credible imperson at10n. He speaks prose more easily than he speaks poetry, he did not capitalize on his appearance overmuch and since his acti n~ is not a critic:i.l art, Orbndo as i hyed by 1 JOHN'S COLLEGE 7 him \.V?.s sirrlple without any self-reflection. Alex- uberance of Rosalind and must wait for the Trial ander Guage played the Good Old Duke as his . Scene to show .her real self. "The quality of playwright dictates; in the manner of the retired mercy . . ." speech has become a piece of girl scout ethics in the schools and this usually tends British colonel. The one faultlessly staged scene in this produc, to make Portia a prig. But Rosalind Iden undertion was Act V, Scene 2, where Shakespeare has stood the speech and did not adjust Portia to a made it impossible for the director to go wrong. misunderstanding of it. In the Trial Scene she Rosalind stood back-stage center, Silvius and was bluntly outspoken and said the speech openly, Phebe were grouped near the footlights on the with courage and conviction. The scene did not right of Rosalind and Orlando was stage-left. As pause for her auditors to soak up her humanity; they spoke the repititious lines of the scene it was it was manifest in the progress of the speech. Miss plain that the talk was fabulous and yet Gany- Iden's Portia was a witty girl and not a school mede's last speech in the scene-" ... Tomorrow mistress. Of ali the parts that Donald Wolfit plays in his meet me all together. (To Phe.) I will marry you, if ever I marry woman, an<l I'll be married tomor- repertory, Shylock is the p;irt that best suits his row. (To Orl.) I will satisfy you, if ever I satis- natural voice. Eminently audible, the voice is hard :fi.'d man, and you shall be married tomorrow. (To and sometimes coarse and strident. Slight disguise Sil.) I will content you, if what pleases you con- rnbsequ ~ntly makes it h c: rsh and villianous. Woltent you, and you shall be married tomor- fit is a strong, hating Shylock, who is also unrerow . . ."- was spoken by Rosalind Iden in a ienting in his woe at his daughter's escape. His destraight and hearty style, with no coyness and light in Antonio's ill luck collapes when Tubal re, with only the obvious gestures, so that the moral- minds him of Jessica and Wolfit throws himself izing world of "good in everything" was for once down on the ground before his house and cries her vindicated without excessive sentimentality. The n;:ime. In the Trial Scene, as Shylock, defeated, .shepherds and Phebe and Audrey were not played leaves the stage, the words "I am not well," were as renegade circus clowns and were actu:illy spoken in a way that questioned the excuse and funny. Penelope Chandler's Celia provided inter- at Gratiana's taunt, W olfit turned from the door ference and no relief to Rosalind's garrulousness. and walked across the stage to Antonio and BasFor Miss !den's delivery of the Epilogue, which I sanin to spit in their faces. From the point of view of acting, 'The. Merchant defy any actress to speak "vith a proper mean between intimacy and vulgarity, I have a respect of Ven ice was all round the best of the W olfi.t productions. The supernumeraries, though, were that borders on pride at her defiance of me. mechanical and if the costumes were gayly colored, the scenery was neutral brown and drab. The 2. Trial Secene did not have the archways of the 'The Merchant of Veni ce is an earlier fantastic unit setting and with its three plain walls was replay. Granville- Barker calls it a fa iry tale and pugnant to the eye. The direction was especially .says that there "is no more reality in Shylock's good in the Casket Scenes. I am certain that David bond and the Lord of Belmont's will than i::i Jack Dodimead's Prince of Aragon is the best I shall ir.. the Beanstalk." Shylock, however comes close ever see. Lo reality cmd to Mr. Van Doren he "is cllway.s There is one respect in which the present New strange to the play and outrageous ... " He goes York theatre season can a pp roach the spirit beon to say that Shylock is no monster, that "gentlehind As You Li~e It and The Merchant of Venice; men within the code are as harsh to Shylock as the personality of Ingrid Bergman. Miss BergShylock is to them."' The place that the character man·~ on-stage presence in a quasitragic part this has in a comedy that is pure fantasy must seem to year has seduced the New York newspaper critics compromise it. What happens is of course the exact opposite. The umeal Jessica and Lorenzo into an orgy of relief and thanks for her great cancel Shylock out and after the Trial Scene he personal charm. They have confused the issue by is forgotten. 'T he Merchant of Venice is the eas- calling her a great actress. It is impossible not to iest of all Shakespeare's plays to act because the note in the largesse of their devotion a panacea for plots and not the characters keep up the momen- their own frustration . This frustration is not for tum. Here is the same business about the heroine great acting, which they are in most cases insensiplaying a man. Just as we miss the double joke in tive to, but for comedy, pure and simple. Maxwell modern production of As You Li~e It, the boy- Anderson, in his play for Miss Bergman, has unPortia is played by actresses who take the woman wittingly satisfied a portion of the gap by requirPortia too seriously. Portia does not have the ex- ing of her a portrayal of Joan of Arc that is not �8 ST. JOHN'S far from Peter Pan. The Merchant of Venice and As You Li~e It are perhaps fairy tales and out of this world, but the charm of the plays and their characters does not rely upon a wit that had degenerated into the whimsy of a never,never land. Miss Bergman couldn't be whimsical if she tried 2nd Mr. Anderson's play is a success b ecause Jn, grid Bergman can't be anything but genuine . Hollywood gives her less arty occasion to be so, but negatively she has embarrassed the Broadway playwrights. In the plays of Mr. Anderson and our other comic writers we know what to expect of our reflexes even if we don't know what to expect from the characters in the plays (after all, they come from 15th century France, Washington, Brooklyn and Glocka Morra) . The writers of these phys are the audience: what they want is what the audience wants. Apparently the audience always wants the same thing and consequently we always have the same mixture. May I indulge in the language .of the schools and call As You Li~e It the paradigm fo r the mixture? Elizabethan audiences also knew what they wanted and once in a while Shc Lkcspeare had to give it to them. In As You Li~ e It the tern ptation to remark th at he wanted other things too wa.:; irresistible: the titl e means th:i. t as we lau ah th e laugh is on us. Shakespeare·s model ha c'='kwork came propitiously to N ew York. Mu ch as we might think of th e play we can not admire it as we do the play3 in which Shakespea re mad e his ;:i.udience see what he wanted and t:l.U aht some of them and us, in turn, what we deser~re. - F.M. Dirge The ao·,:: of dim rebellion takes its cue Fro m t yrants known in hidd en ways. The tyrant mart with undiscovered loss, 'J/hik subjects sulk in rul e rcm;:i.inin g. Bond.lge fled , the child freedom born, Yoke's release brings dream ed- of boundar y, Only soon to burst with swelling-sickness. Again the perfect path is w hol e. COLLEGE COLLEGE MEETING The iast three College Meetings have been among the best of the year. Spring seems to have brought an end to the sniffing stage of our relations with the new President and Dean, as well as to theirs with their offices. Then too, the vernal smells, colors, sounds, are wond erfully reassuring of our substantiality; ifs good to feel ourselves more th an the last wisps of a vanishing a!Jstraction, to know ourselves more than the molted shell of an earlier spring 's idea, to find ourselves with a life and body of our own. We can converse more easily together now. In the last meeting b efore vacation, Mr. N custa cit sug ge.c: ted that we keep an eye cocked for the Ides of M arch, around when the winter's c;.tlm has oft en been more or less violently shattered h ere. \Vhether he had Spring or Caesar in min d 'XC \Veren 't sure, but h e called this a time w hen St Johnnies are wont to ride the seaso nal swell to heights never dreamed of by nJ.ture; this is a t im:: when all thin gs b ecom e clearly possible to rGad t.: rs of the Great Books, and all sorts of strange thing:> h appen. Without doubting the eff ective n,~ss of the D ean·s rhetoric, since not many of us heard him, ir is difficult to teli wh eth er the present relati vc c;:dm (April 20) should be aeributed to a1nthy or to s:i.ge restraint on tl1 c part of us latlcr day discipl es~ cert::tinly 1t is :i. n exci ting Spring. Week before last Mr. Keiffer gave an account of hi s trip with Mr. N eustadt to Pittsfi eld during vn. cation They enjoyed several days with Mr . Barr and Mr. Bu chan::i n . loo~ina over the gro unds flt Stockbrid ge, and talkin g about nuny thing;::. The President and D ean felt abl e to repo r t to their predecessors that St. John's is having ?. good year; they in turn reported on th e progress at Stockbrid ge. Mr. Keiffer th en passed on to Harv:i. rd, for his first r.cturn in eighteen years, whe re, in conv2rs.:i. tions with an old fri end and an old tutor, h e found both fe elin g not too keen about th e possibilities of H :1rvard's gen eral e..Ju cation cour e :i.s presently set up. Train service t o and from Pittsfield is on the primitive sid e ; it ca ll.:; for carrying your own lun ch, a pair of coverall s, ,rnd a compass. Last week M r . Keiffer comm ented first on the current crop of rum ors , species latrina. It is quite true that some revisions of th e program are under consideration; however, no NEW N ew Program i::; contemplated; our herita ge will not be sold for a mess of pot~age Also, if a group of sober mid, dle aged citizen s be seen ahout campus· shortly, th ey will very likely be m embers of the board, not refe rees in b:i.n kruptcy : th e sheriff is quite a dis- ST . JOHN'S 9 COLLEGE tance from the door, and not even walking toward swimming pools, and their love for Chinese arch, it at the moment. Furthermore, the policy of ids. That all of this was untrue did not disturb us; having tutors will be retained. All will be an - ·it was all part of dishonest euphemism for words nounced in due time; in the meantime we are in- we knew and were scared of saying . Tiley gave vited by the administration to keep speculating, us women and situations immoral in a polite way. both as some sign of interest and as a possible But this time they had argued benevolence and source of suggestion. Mr. Keiffer talked next righteousness. Further it was asserted that this about one of the aspects of the problems some was a subject one shouldn't lie about, and our seniors are encountering in their first contacts with ignorance of the bomb precluded our knowing if graduate schools. This problem is one of getting we wanted lies about it or not. And so we were out of them what you want, which is usually con, convinced that Hollywood was going to speak the siderably different from what they are set up to truth, and we were anxious to hear it. put into you, . (even if they are willing). The What was to be seen in "The Beginni!l.g or the specialization, the channelization, has become End" was Hollywood's usual dissipated, chaotic pretty rigid . spectacle. Its claims to competition with Ringling Attendance reached a several months' high of Bros., Barnum & Bailey w as replete with ::he 40 at this last meeting ; the average through the death scene of F.D.R.; a Rooseveltation of Harry winter months hovered around 10 (attendance). S., showing him as an international Big Time Op, Looking at it optimistically, that's an increase of crator; the heroic death of a young atom bomb 300%; candidly, it's still an increase of 15 %. scientist whose married life was chaste because of Somehow, in a sense, some way, it would be good his work; service life farce on the never-never . if more of us went more often. Granted that Fri, level of General Staff; a confession of scholastic day is a mundane day, 5:15 a prosaic hour, the humbleness by one Albert Einstein, the long-· gym a pointable place; still, College Meeting is a haired; and then, as expected, the scenes .of Flash very special occasion. More than any other ac, Gordon laboratories looking like a slot machine tivity here it makes our whole more than the sum with its ballet of blinking lights and ominous of its parts. If you never go, at least listen to music. Notably absent was Mickey Mouse and his the bell; you may hear it toll your acquiescence to charming wife, Minnie. the fashionable death. Th·i~ .sounds funny, but our last laugh ought to -R.O.D. be a Palliachian one, remember what we looked t o the picture for. What the bomb did at Nagasaki, and thus what To the Editor of the it could do at other NagaEakis, and the answer to a " so what" about what the bomb_ could do, was St. John's Collegian: answered in the last dying minutes of the picture. They were said by newsreels taken a few miles In seeing MGM's "The Beginning or the End," witnessed an act criminally committed against up, and by two women 15 ,000 miles away waiting the world politic. This violent accusation is not for men who were on the more pleasant end of made, I hope, in satire or because of uncalloused relations with the bomb. The movie's scientists adolescent · sensitivity, but rather with sober seri, constantly had dramatic outbursts of airing a guilty conscience, but what they were guilty of they ousness and anger. Hollywood very publically announced it was go- never said, and we never learned . The atom bomb ing to annex itself into the world in trying to remained a w ell guarded secret in the picture. We left the show with a more, rather than less, make citizentry aware of th e problem the atomic. bomb's power presented. It immodedy stated it confused conception of the atomic bomb. The pichad something important to say. Not just pro- ture pu.shed it further from our understanding, vincial words to be conversed with in its own made its image more shadowy. Hollywood offered standards, but talk of universal human sounding. to lead blind men across a dangerous intersection We (the audience) were well experienced to and then rolled us in a vacant lot . This act in ithearing a picture called an epic miracle. Publicity self is abhorring, the most shocking kind of malici, told us that each picture was the first of its kind, ous commercialism . No impunity ought to be ac, the greatest, the most sure to win an oscar, the crued because of ignorance, for naiveness by such most thrilling, the most et cetera. Parasite movie a weighty force is criminal. Hollywood presents magazines and columnists told us of the human a heavy argument for Plato's treatment of poets. side of each star, th e number of their divorces and -R.C.F. �10 ST. JOHN'S ST . COLLEGE TWO POEMS SPORTS I Er9s Junior 3, with an inside track in the blazer race, started off the spring baseball season with an 8 to 2 victory over Junior,Senior 2B. The Juniors spotted the losers one run in the firs t inning, made by Bill Elliott, but in the fifth Gaiiup and Terry stole their way into home, and four more runs in the sixth clinched the game. Left fielder Bill Ross starred for the win· ners with three singles in four trips to the plate. The Ven us-smells rise From the steaming plain Of each our Armageddon Where we raged so bravely For a mutual death Of lost identityRepudiated sign Of battle's evil origin Too long lingering Where now her mean sway Is given over done To death our portion wandered The cosmic kouros leads. II Two Commands 'Break heart' Is a pompously sentimental Spondee to echo The Bard repeating Whenwithwhatsoever concern We :6.nd us standing Near some exterior wreck And desola.tion But issued a suicidal Wish for the rich And poisoned blood To flow freely off Bearing a tide 0 organic anguish The phrase is acceptable ' Break heart., RH E 8 10 1 2 4 4 Battery: Bounds-Matteson ; Nelson- Don Elliott Junior 3 Junior-Senior 2B In the second game Junior-Senior lA scored four runs in the first inning and had easy going for the rest of the game to overpower the Freshmen 8 to 4. 8 Junior-Senior lA !:' reshman Battery: J. 4 5 7 7 4 Van D oren-Stern ; Thomas-York In a wild game that saw the winning team come back from five and eight run deficits, Junior 3 edged out the Sophomores 16:. 15. Both teams scored seven runs in the first three innings, then the Sophomores pulled into the lead with five in the fourth and three more in the fifth. In the sixth inning the Juniors rallied with seven hits and as many runs to tie the score, sneaking one more across in the final inning to take the game. Junior 3 16 14 7 Sophomores 15 10 Battery: Leff el-Matteson; Sherman, Schoolfield WONDER Wide-eyed Greeks, who knew so well How hard and strd.nge man's end to tell; They soared aloft on wonder's wings, Brought back the news that nature sings. Junior 3 chalked up its third straight win to down the Freshmen 13-2 . The winners were never pressed. DOUBT Dark doubter plunged down skeptic's hole, And joined the unrepentant mole. 2:hey dug together 'till they spied, l he corpse of truth that long had died. Battery: Matteson- Bounds; Herrod- De Tullio The two Junior-Senior combinations met in a game that saw both teams turning in_ ~xcellent fielding performances, with the final count going to 1A by a 5· 4 score. 1A got off to an early lead and a fifth ianing rally by 2B was unable to bring in more than two runs. BELIEF Believer's lot, a two-faced one, Opinion ·s slave or saviour's son. Conclusion's hard, can :6.x each way, But highest stakes demand such pay. Junior 3 Frt:sha1e..n Junior-Senior IA Junior,Senior 2B 13 2 8 3 4 11 5 9 4 9 3 Battery: Freeman-Stern; Bill Elliott-Don Elliott JOHN'S COLLEGE 11 Junior 3 ended the first round with a perfect cal antiquity, after the dark centuries of the age record by downing Junior-Senior 1 by a 16 to 13 · of Faith, it was notorious that even classictl score. The Junior,Seniors stepped out to a seven science had failed to produce the machines with run lead in the first two innings, but the Juniors which men might master nature, and one another. came from behind once more to tally nine runs Classical science had been perverted from its tn~e in the fourth inning off three hits and four criti· end by the metaphysical delusion of knowledge for its own sake, just as mediaeval superstitution cal errors . had wasted its slender store of intellectual sub, 16 10 5 Junior 3 stance upon such profitless dreams as the orch:ring Junior-Senior 1A 13 11 10 of the arts and sciences to the glory of God . The syllogism, instead of producing a science which Team standings on April 27: would put into human hands the power of storming the gates of heaven itself, had led men only L i\ve. TEAM into the b arren fields of scholasticism. There are 4 0 1.000 Junior 3 no practic::i.l plans for steam engines, gasoline motors, atomic bombs, or technicolor motion pic.750 Junior-Senior lA 3 tures in all the thousands of pages in the Summa. .000 0 2 Sophomores Life was pretty crude in those aid days. The old oraanon had deluded men into idle and impracti· .000 2B 0 2 Junior-Senior b cal talk about "substantial forms", "essences", .000 Freshme!1 0 2 ":final causes'', and similar murky superstitions. A new organon was absolutely necessary. It is true that mathematics, even in the dark ages before modern times, yielded a certainty which, as Descartes noticed, contrasted sh;uply 'Nith the morbid dialectical confusions ai1d interMr. Wilburn in his lecture on the attack upon the syllogism in the renaissance, and the substitu- minable quibbling of the schoulmen. B-ut even v tion of a new organon for science whi.ch resulted, the old mathematics had no;: achieved the pm. er which a truly universal mathematics, not remade clear some of the reC1sons for a kind of in, commensurability which is often felt to exi.st be, stricted to the narrow confines of the Aristotelian tween the first two years of the program and the category of quantity, was to yield. It was clumsy, last two. The birth of the \ 'modern" world took in its synthetic, geometrical form, r:::quiring the place in the 1 S'th, 16th, and 17th centuries. In tedious labour of thought, and recalling unpleasour time it has reached the as yet unsurpassed antly in its mode of reasoning and order cif '1emconsummation of the two World wars, and there onstration the sterile laws and forms of the old• is promised an even more glorious apothwsis, or Organon. The old mathematics was like a powerepiphrmy, of the scientific, liberal spirit in the ful genii imprisoned in a bottle by some peripatenot too distant furture. The scientists and phi- tic sorceror, needing only to be set free hy carlosophers who served as midwives for the delivery tesian crenius to become man's servant, capable of b of this brave new world required a new msthod leading hi~ to empire without limit. Freed, it be, or organon. They felt that the old instrument3 comes the Universal Algebra, invented definiof intellectual obstetrics, invented or discovered tively by Descartes in analytic geometry, and by Socrates and Aristotle, and known variously only dimly foreshadowed by Diophan:us, the as dialectic, and syllogistic logic, had brought Pythagoreans, and the mediaev::i.l algorists. This forth only metaphysical "wind eggs". It had new liberated mathematics, "generalized'" so tha.t proved of relatively little or no practical use and its elements are no longer magnitudes or numbers, significance, in terms of the really important hu, but attain the exalted status of real variables man ends of military, political, industrial, and empty of ali specific meaning, is seen finally ,as one t:conomic power. Although men of this new age, with the new logic. It was reserved to our own of which we are the happy inheritors, thought days to complete and perfect the new organon in of themselves as initiating a renaissance of classi, this way, beginning with the algebra of classes w NOVUM ORGANUM �12 ST. JOHN'S of Boole, and proceeding in an order of increasing generality ·and emptines~, to the real foundation of all mathematics and method, the calculus of propositions and of propositional functions of Whitehead and Russell. In this process, Aristotelian syllogistic logic is shown in its properly dimini~hed proportions, as a small and trivial part of an enormously greater whole. This is the ful. fi.llment of the dreams of Leibniz, who sought for a "universal characteristic", and of Ramon Lull, who in mediaeval darkness and gloom saw faint gleams of what he called the "Ars Magna". Ultimately, everything is to be exhibited in terms of that fundamental logical relationship, overlooked by Aristotle, disjunction, interpreted more liberally as not only either-or, but also both. Thus, as Mr. Wilburn pointed out, symbolic logicians have come to understand material implication in terms of the formula-p v q. This means that a false proposition implies any proposition, true or faJse, a true proposition is implied by any proposition, and, finally, a true proposition implies any true proposition (providing one knows any true propositions). Mr. Wilburn was perhJ.ps a little skeptical of the possibility of deriving what is sometimes called logical "entailment", or formal inference as a connection of meanings, from rnaterial implication, but to most modern symbolic logicians this is merely a trivial detail scarcdy worthy of notice, and one which will probably be solved at Harvard next Tuesday. This powerful universal analysis (although it is curious that symbolic logic has yet to yield the practical results one confidently expects of it), when combined with a rdormed technique of induction (whose foundations were laid by Francis Bacon, the author of Shakespeare), became what is now called by all right-minded people ''Scientific Method". The S and the M are always capitalized, as a kind of symbolic indication d the spiritual act of genuflexion proper to respectable, well bred communicants in th(: New Church, the foundations for which were laid by the parallel movement called the "reformation". The new Church was called by Comte the ·'religion of humanity", and by others, "the religion of science". There have, it is true, been scandalous examples of heresy, although for the most part the infidels have been few, and of little influence, COLLEGE and are promptly dealt \Vith by the proper authorities. In this country the Faith has had remarkably little opposition, save in small centers of heresy like Annapolis, and, of course, among the ignorant and u_ncultivated ni.ass of papists and obscurantists. It therefore becomes my painful duty to record that I found in Mr. Wilburn's lecture certain notes of doubt, and a skeptical tone which can oniy be harmful to the Faith among the young who were listening to his lecture. The progress of heresy in respect to the very foundations of the modern world must naturally be resisted by all true · humanists. It has been suggested · even that the · New Method itself is only a machine, designed to dispense ~th thinking. The proper answer in our new catechism to this charge is that of the 19th century positivists, who revealed to us that "thinking" in the old-prcScientific Method days, was really superstition. Any effort. of thought to expl:tin nature by the fiction of "causality" (especially those causes most inimical to 's cience, the so-called formal and final), rather than to describe sensations by the Method, is to be anthropomorphic, metaphysical, and at worst, religious. It is to imagine that, as Thales said, "all things are full of gods". We know now that they are empty of any . internal principle of intelligibility whatever. A scientific description, showing the how and not the why, will enable us to · predict and control the behaviour of nature and of our neighbor. With the extension of the Method into psychology and the social studies we have now learned thzi.t the old "dialectical" illusions were really only the sublimation of certain repressions, or the rationalization of certain unconscious desires. The new man who is about to evolve as a final triumph of the Method, if the race can hold out a few years longer, will be free of such . childish repressions, and ~hereby free of the painful burden of thinking, which we have learned is nothing but a kindof speech reflex anyway. In the place of thinking, it will be sufficient only to use certain techniques of propaganda and advertising, following from the M.::thod, which will guarantee those conditioned responses which best suit man for the new Totalitarian Age just dawning. 0 happy day! Leonard Eslick St. John's Collegian Vol. LX - No. 11 ANNAPOLIS, JUNE 6, 1947 EVOLUTION To a huge aud ience (for College Meeting) of roughly fifty people, Mr. Neustadt on May 2 told this Community the history-past, present, and fu. ture-of the current rumor going around-that of the proposed changes in the Program. Mr. Neustadt's fear of being misquoted is not without some ground; for to quote him verbatim would, of course, · be well nigh impossible. Wt' think, however, that we can report in an honest and for~hright manner what he had to say, without dis torting the essence of his talk. The immediate past history of this 'idea' centers on the discussions that the Instruction Committee and other faculty members close to the Committee had been having for the past ten years. In the last six wee:cs or so they had buckled down to it, w as to formulate some definite changes in some of the phases of Laboratory work done at Saint John's. The laboratory program, he stressed, was indeed in need of revision. It had always been a problem in the New Program; since to organize a Laboratory program along the lines of and in conjunction with the Program was no small task. The integration of the sciences, the unity, the continuity, the cumulative effect-these are all big problems. The biggest problem, perhaps, was the proper functional rela· fonship between operation and understanding This, of course, goes for all phases of the Program \Ve must find the correct emphases; a'n d when we have, one of our big problems is solved . It is common understanding that we suffer from a "poverty of Great Books" in the Laboratory, this poverty dating back some four hundred years. We cm find resolution in but a few of the texts; we must find it primarily in the experiments. The specific measures recommended by the committee; considered, weighed, adopted, judged, by the members of the faculty is, for adoption in the fall term of 1947: THIRD YEAR: (periods) (periods) 12 18 Histology Anatomy Organic Chemistry 24 Elements & 16 14 Mechanics Instruments 6 Magnetism &? Statics FIRST YEAR: Price: lOc Music 4 Quantitative Chemical Elements 18 SECOND YEAR: (periods) -Sound 8 4 Heat G Light Blood &? 18 Embryology Semi-micro Qualitative 24 Analysis Electricity 8 FOURTH YEAR: (periods) 16 Physiology Phyc:ical · Chemistry 12 6 Light 18 Electricity One of the major changes, as one can notice, is the length of time to be spent in the Laboratory. Junior and Senior hours are not affected, but a tabulation will show that the time is doubled for the first two years. This change is not without merits; it will reduce considerably the amount of 'take-home' work to be done, with all efforts concentrated in the Laboratory rather than in the s:cnctity of one's own room. For example, Statics in the Freshman year is now done in three periods; next year it will be done in four. One of the merits Mr. Neustadt sees is the unity this change provides. The Dean also recognizes da1wers· "Allowing the 'technical drive' to take ove;," ;,as one he specifically enumerated. This has implications in the Mathematics progran1 also. }/any of the topics considered in the Laboratory will now revert solely to the mathemati:s tutorial; and to consider many phases in this new Laboratory schedule, there will have to he more and earl ·er Analytic Mathematics. It should be stated, however, that the changes made in the mathematics program were considered necessary and important even without reference to the Laboratory. The Mathematics program, according to the Dean, now runs too heavily into the "Synthetic Geometers" and the "avoidance of Analytic Machines." The sum total of the changes in the Mathematics Program are : THIRD YEAR: FIRST YEAR: Euclid Appolonius Ptolemy (weeks) 18 8 7 Newton Calculus Dedekind (weeks) 16 16 1 � 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. 12 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. 10 Title A name given to the resource St. John's Collegian, May 15, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-05-15 Description An account of the resource Vol. LX, No. 10 of the St. John's Collegian. Published on May 15, 1947. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5948a89dc297070ec5fe11e015106750.jpg edbdb0d8809ad0de1cc9e4666c482850 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jacob Klein in Academic Robe Speaking at Commencement under the Liberty Tree, Annapolis, Maryland, 1947 Description An account of the resource 1 photographic print : b&w 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 Date A point or period of time associated with an event in the lifecycle of the resource 1947-06 Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource Klein, Jacob, 1899-1978. Identifier An unambiguous reference to the resource within a given context SJC-P-0906 Relation A related resource <a title="Commencement Program" href="http://digitalarchives.sjc.edu/items/show/3196">Commencement Program</a> Commencement Deans Liberty tree Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cb6046cf987234215ff319221ef9d3d5.jpg b53be782219befa5b421cc728e5c1463 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-0905 Title A name given to the resource Commencement Procession on Front Campus, Annapolis, Maryland, 1947 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 1947-06 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) 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. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/adb4cfa1fd979e9727784612b8163010.jpg f34964cd62ace9729332b965d5445d85 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-0907 Title A name given to the resource Graduates in Academic Robes at Commencement, Annapolis, Maryland, 1947 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 1947-06 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) 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. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/299389b1e0d1cc3fbf8724adcedeae60.jpg 882de9cd173e9a9ec7b1879ab0b78d4d 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-0908 Title A name given to the resource Jacob Klein in Academic Robes Approaching the Podium at Commencement, Annapolis, Mayland, 1947 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 1947-06 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Klein, Jacob, 1899-1978. 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. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b443eaa12e0c2a71cc6d2132c01a44b7.pdf 92c3ce31ed2751857ed99310325dfbea PDF Text Text JUNE WEEK At St. John's College Annapolis, Maryland 1696-1947 JUNE 4-9, 1947 �WEDNESDAY, JUNE 4 THE ALCHEMIST, a play by Ben Jonson, presented by the King William Players IGLEHART HALL, 8:30 P.M. ~~~ FRIDAY, JUNE 6 Picnic for all members of the faculty and their families, given by the members of the senior class. Luncheon begins at 4:30 LOWER FIELD, BACK CAMPUS ~~ THE ALCHEMIST, second performance IGLEHART HALL, 8:30P.M. ~~ INFORMAL RECORD DANCE BoAT HousE, 10:30 P.M. �SATURDAY, JUNE 7 BASEBALL GAME, Seniors vs. Faculty . BACK CAMPUS, 2: 30 p.M. PICNIC SuPPER, Everyone is invited BACK CAMPUS, 6:00P.M. THE PRESIDENT'S DINNER FOR THE SENIOR CLASS LOG INN, 7:00 P.M. IGLEHART HALL, 10:00 P.M. JUNE BALL SUNDAY, JUNE 8 BACCALAUREATE SERVICE Sermon by the Rev. W . Kyle Smith ST. ANNE'S CHURCH, 4:30 P.M. The Academic Procession will form in McDowell Hall at 4: 15 �THE PRESIDENT' s GARDEN PARTY for Seniors and their guests at the 6 President's house, 139 Market St. P.M. to 8 P.M. CoNCERT by members of the College GREAT HALL, 8:00 P.M. MONDAY, JUNE 9 THE ONE HUNDRED FIFTY-FIFTH COMMENCEMENT Address by Jacob Klein, Tutor, St. John's College 11:00 A.M. Under the Liberty Tree The Academic Procession will form in McDowell Hall at 10:45 LUNCHEON Everyone is invited CAMPUS, 1:00 P.M. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 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/. Title A name given to the resource June Week at St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1947-06-04 Identifier An unambiguous reference to the resource within a given context Bx1-78 Description An account of the resource Program of events Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8f3430a722fcbe89a593c3767206f3e8.pdf efa1b4124a59304f9564b25c99e69ff6 PDF Text Text 12 ST. JOHN'S of Boole, and proceeding in an order of increasing generality and em ptines~, to the real foundation of all mathematics and method, the calculus of propositions and of propositional functions of Whitehead and Russell. In this process, Arist· otelian syllogistic logic is shown in its properly diminished proportions, as a small and trivial part of an enormously greater whole. This is the ful· fiJlment of the dreams of Leibniz, who sought for a "universal characteristic", and of Ramon Lull, who in mediaeval darkness and gloom saw faint gleams of what he called the "Ars Magna" . Ulti· mately, everything is to be exhibited in terms of that fundamental logical relationship, overlooked by Aristotle, disjunction, interpreted more lib· erally as not only either-or, but also both. Thus, as Mr. Wilburn pointed out, symbolic logicians have come to understand material implication in terms of the formula-p v q. This means that a false proposition implies any proposition, true or fal&e, a true proposition is implied by any proposition, and, finally, a true proposition implies any true proposition (providing one knows any trne propositions). Mr. Wilburn was perhaps a little skeptical of the possibility of deriving what is sometimes called logical "entailment", or formal inference as a connection of meanings, from material implication, but to most modern symbolic logicians this is merely a trivial detail scarcdy worthy of notice, and one which will probably be solved at Harvard next Tuesday. This powerful universal analysis (although it is curious that symbolic logic has yet to yield the practical results one confidently expects of it), when combined with a rdormed technique of induction (whose foundations were laid by Francis Bacon, the author of Shakespeare), beet.me what is now called by all right·minded people '"Scientific Method" . The S and the M are always capitalized, as a kind of symbolic indication cf the spiritual act of genuflexion proper to ret>pectable, well bred communicants in the New Church, the foundations for which were laid by the pa....-allel movement called the "reformation". The new Church was called by Comte the ·'religion of humanity", and by others, "the religion of science". There have, it is true, been scandalou. ex· s amples of heresy, although for the most part the infidels have been few, and of little influence, COLLEGE and are promptly dealt with by the proper authorities. In this country the Faith has had remarkably little opposition, save in small center 5 of ~eresy like Annapol~s, and, of course, among the 1gnonnt and u_ncult1vated mass of papists and obscurantists. It therefore becomes my painful duty to record that I found in Mr. Wilburn's lecture certain notes of doubt, and a skeptical tone. which can only be harmful to the Faith among the young who were listening to his lee· ture . The progress of heresy in respect to the very foundations of the modern world must naturally be resisted by all true · humanists. It has been suggested · even that the · New Method itself is only a machine, designed to dispense with think· ing. The proper answer in our new catechism to this charge is that of the 19th century positivists, who revealed to us that "thinking" in the old-pre· Scientific Method days, was really superstition. Any effort. of thought to exp];;.in nature by the fiction of "causality" (especially those causes most inimical to Science, the '30·called formal and final), rather than to describe sensations by t he Method, is to be anthropomorphic, metaphysical, and at worst, religious. It is to imagine that, as Thales said, "all things are full of gods". We know now that they are empty of any in ~ern al principle of intelligibility whatever. A scientific description, showing the how and not the why, will enable us to · predict and control the behaviour of natui~e and of our neighbor. With the extension of the Method into psychology and the social studies we have now le:i.rned th2t the old "dialectical" illusions were really only t he sublimation of certain repressions, or the rationa· lization of certain unconscious desires . The new man who is about to evolve as a final triumph of the Method, if the race can hold out a few yeai:s longer, will be free of such childish repressions, and ::hereby free of the painful burden of think· ing, which we have learned is nothing but a kind· of speech reflex anyway. In the place of think· ing, it will be sufficient only to use certain tech· niques of propaganda and advertising, follo wing from the Mdhod, which will guarantee those conditioned responses which best suit man fo r the new Totalitarian Age just dawning. 0 happy day! Leonard Eslick St. John's Collegian EVOLUTION To a huge audience (for College Meeting) of roughly fifty people, Mr. Neustadt on May 2 told this Community the history- past, present, and fu. turc- of the current rumor going around-that of the proposed changes in the Program. M r. Neustadt's fear of being misquoted is not without some ground ; for to quote him verbatim wou ld, of course, be well nigh impossible. W ~ think, however, that we can report in an honest and for ~hright manner what he had to say, without dis· tarting the essence of his talk. The immediate past history of this 'idea' centers on the discussions that the Instruction Committee and other faculty members close to the Committee had been having for the past ten years. In the last s'.x wee:cs or so they had buckled down to it, w as to formulate so:ne definite changes in some of the phases of Laboratory work done at Saint John's. The laboratory program, he stressed, was indeed in rreed of revision. It had always been a problem in the New Program; since to organize a Laboratory program along the lines of and in con junction with the Program was no small task. The integration of the sciences, the unity, the continuity, the cumulative effect- these are all big problems. The biggest problem, perhaps, was the proper functional rela· fonship between operation and understanding This, of course, goes for all phases of the Program \Ve must find the correct emphases; and when we have, one of our big problems is solved. It is common understanding that we suffer from a "poverty of Great Books" in the Laboratory, this poverty dating back some four hundred years. We C:ln find resolution in but a few of the texts; we must find it primarily in the experiments. The specific measures recommended by the com· rnittce; considered, weighed, adopted, judged, by the n1embers of the faculty is, for adoption in the fall term of 1947: FIRST YEAR: Anatomy Elements & Instruments Statics Price: 10c ANNAPOLIS, JUNE 6, 1947 Vol. LX- No. 11 (periods) 18 14 6 THIRD YEAR: (periods) 12 Histology Organic Chemistry 24 16 Mechanics Magnetism & Music 4 Quantitative Chemical Elements 18 SECOND YEAR: (periods) 8 -Sound 4 Heat G Light Blood & 18 Embryology Semi,micro Qualitative 24 Analysis Electricity 8 FOURTH YEAR: (periods) 16 Physiology Phy;.:ical · Chemistry 12 6 Light 18 Electricity One of the major changes, as one can notice, is the length of time to be spent in the Laboratory. ] unior and Senior hours are not affected, but a tabulation will show that the time is doubled for the first two years. This change is not without merits; it will reduce considerably the amount of 'take-ho;ne' work to be done, with all efforts con· centrated in the Laboratory rather than in the s:cnctity of one's own room . For example, Statics in the Freshman year is now done in three periods; next year it will be done in four. One of the merits Mr. Neustadt sees is the unity this change provides. The Dean also recognizes dangers; "Allowing the 'technical drive' to take over," was one he specifically enumerated . This has implications in the Mathematics pro· gram ?Jso. 1'/any of the topics considered in the Laboratory will now revert solely to the mathemafr:s tutorial; and to consider many ph;:lSes in this new Laboratory schedule, there will have to he more and earl ·er Analytic Mathematics. It should be stated, however, that the changes made in the mathematics program were considered necessary and important even without reference to the Laboratory. The Mathematics program, according to the Dean, now runs too heavily into the " Synthetic Geometers" and the "avoidance of Analytic Machines." T he sum total of the changes in the Mathematics Program are: THIRD YEAR: FIRST YEAR: (weeks) (weeks) Euclid Appolonius Ptolemy 18 8 7 Newton Calculus Dedekind 16 16 1 �2 SECOND YEAR: Ptolemy & Copernicus Kepler Galileo Algebra Descartes Analytic Geometry Trigonometry ST. 7 3 5 7 2 6 3 JOHN'S FOURTH YEAR: Series Differential Equations Physical Applications Lobachevski Cantor 8 8 8 2 3 Suchthings as Aristarchus will be entirely omit ted from the First Year mathematics program; Archimedes will be relegated to the Laboratory program. The reason for the inclusion of Algebra and other things heretofore either touched on or experimented which seems to be because the pre-college mathematics preparation is insufficient to meet the demands of the Laboratory program. "This integration will take years," said Mr N eustadt. "It will affect the present Sophomore and Junior Classes negligibly. The present Freshmen will be the most radically affected; the incoming Freshmen will bear the brunt of the change, if it can be said that it wilf be a change for them at all. It represents not the 'New' New Program as opposed to the 'Old ' New Program, but a rectification of emphases that are needed to be made, a reexamination long overdue. These concrete schedules are meant as a 'working outline' rather than the exact crystallized systems they seem to be." The Dean does see one reason to foment mass hysteria. That is if one feels that a 'scared cow' is being kicked. The program, organized ten years ago, is now only in its fifth year, because of interruptions of war; it may seem to some to be that epitome of instruction, so inflexible, so rigid as to leave no room for change. That is not so. It was designed to be flexible enough to be changed; it is in a constant state of change; indeed, if it could not be changed, it could not have existed, for no one thing is made perfect. Mr. N eustadt told us of a little tale Mr. Mortimer Adler used to tell. He used to joke about "The necessary incompetence of the faculty, because if they (the faculty) ever thought they had the 'dope,' God help the students." (Mr. Adler, of course, knew all the while that he had the 'dope,' and was passing it along to all comers in a ready-or-not-here1-come fashion). This Mr. Neustadt agffes with The faculty hasn't got the 'dope'; this evolution that has come about might still be not quite what is sought. "We 're still groping," says the Dean, "but we want to grope. When we've stopped groping, we've stopped learning." B.M. COLLEGE LETTER TO THE EDITOR Allow me to suggest that the Community is directly confronted by a situation providing us with a rare opportunity to discover our present character and to determine our future development to a con· siderable extent. Certain changes of major proportions are to be made in the foremost of our meanE for realizing the Program, the curriculum. In a College · which in theory is unique precisely in its respect for the subtleties of the relations between means ·and ends, such alterations necessarily demand an extraordinary re-examination of our purposes, not only t o assure the validity of the shift but also to confirm its original possibility of success; an uncriticized revision of means may in effect constitute an unwilled departure from ends. W e expect the Faculty men1bers to have fulfilled ther obligations in these respects; the significance of their activities, however , hangs to vary according to the degree and depth of our deliberations about their prescriptions. It is difficult, in treating of intellectual ends and their means, to escape the paradox that proper choice and fruitful op 2ration of means seem to require possession of the very end for the sake of which they arc presumably instituted. This paradox can be wedged somewhat by believing that all men by nature poscess the critical spirit and a desire to use it, and by taking the immediate end of liberal education to be the development of this spirit throu_ h exerciE:e in the liberal arts; the ultimate end g r.:.ay be understood as the preservation of this spirit through exercise on its community. At any time the qnantitative workings o' such a setup might be rauged by two rnrrelated measurements, the one of dep-re2 of proficiency in subject matters, the other of de~ree of co ncern for their matrix. If any activity of the Facul~y is to be meaningful, we have to give o-:casional evidence favoring the basic assumption; about an extraordinary occasion we ought to he extraordinarily curious . \Ve mav, if w : so rhocsc , \'J:th one stroke stamp cur whcle ent erprfr·" llS radically absurd by declining to respond at all. The degree and mode of our resporn:e will be sure sig1 s of the success or failure of St . John's with re, spect to us, and of us to it. We are called on for an exercise of the critical spirit on an esse;1tial part of our community, the curriculum; we must conduct a performance in self-criticism, self-examination, intellectual activity of the highest order ; we are invited to engage in the most liberal occupation. To the extent we do w, to the same extent is the Program invigorating us ; to the degree we do so liberally, to the same degree is the Program informing us. The convcn:e is equally true and important. ST. JOHN'S The importance of our preserving a sane and balanced attitude toward the issue at hand is reemphasized by the peculiar nature of the underlying problem. Mr. Neustadt has called it "an old one, one recognized at the inception of the Pro· gram, that of integrating the great experi:nental sciences into the liberal tradition"; the College catalogue will remind us this is not unlike the situation whose malhandling by Eliot of Harvard played so large a part in developing the cancerous elective system. There is a temptation to suppose the problem and procedure seen by presuming the purpose of the liberal tradition to be the defense 0£ final causes, and that of the experimental sciences their denial; the underlying theory of a program based on an equal mixture of both would be that a reciprocal enlightenment will occur through an exchange of ideas. The basic assumption is that all men by na, ture possess an equal and constant capacity to exercise the critical spirit. The necessary condition proving false, the sine quae non for communication gradually diminishing, the consequences are catas, trophic ; interchange of ideas gives way to exchange of rhe~oric, which in turn yields to a test of force . Either art or science is driven out, which, in the absence of the critical spirit, constitutes a perfectly conclusive proof. A more diffi cult framework arises when the end of the liberal tradition is understood as the cultivation of the critical spirit, if the proper activity of the liberal artist is supposed to be demonstrating la.ck of knowledge of final causes through the trivium, that of the liberal scientist to be demonstrating the lack of knowledge of final causes through the quadrivium. Such a setup depends for its original vigor on the power of each to create stories likely enough to attract belief; for its continual refreshment on the power of each to draw analogies from the other; for its motiG>n on a continual imbalance; and for its preservation on the power of each to contradict the other, when either alone has refined its symbols to the point of being un able to i:::ee its own contradictions. But the exist, ence outside the liberal tradition of so tremendous a body of knowledge as the experimental sciences raises two extremely difficult questions to the liberal tradition so understood: first, supposing these sciences were once in the liberal tradition, how could they possibly have got out? Enabling crises might arise in several ways at least: from an imbalance going so far beyond just proportions as to stretch the tension to the breaking point, possibly through a protracted failure of the quadrivium, say, to contradict a work of the trivium; or a general COLLEGE 3 agreement to accept as true and final the edifice of one activity, even leading perhaps to a po"sitive attempt by the other activity to confirm, to realize, that edifice; or contempt for, indifference to, or ignorance of the tradition. Any combinations like these being accountable, attempts at reintegration would be in order and at least theoretically not hopeless; the pro:edure indicated would be to try to find out where and how they broke away. If, however, the experimental sciences were born through some kind of parthenogenesis, the beginning of another tradition wholly independent of the liberal tradition, then the basic axioms of the liberal tradition are contradicted; and our urgent business must become a search either for a whole new set of trivial symbols or a new mind to fit the new tradition. If this dilemma is a real one, if resolution of the Program depends on a decision as to whether these two traditions are really one or radically irreconcilable and if evidence for this decision cannot be acquired without a resolution, then a minimum of dogmatic statements ought to be m2.de about the place of the laboratory, or the analytic mathematics, or the liberal arts. In this light, or lack of it, we may be doing something like what is necessary, shift, ing around a little more, again and again, hoping to stumble en rnmething, while we keep trying to figure out what it might be. The pursuit of the Common Good is a venture ii to obscurity, calling for great courage; let us continue to try to be up to it. Publi:itus. -:-:-:- POLITY Perhaps the lack of a real polity here signifies either a lack or an excess somehow deep in the nature of a community such as this. The evident unproductivity of our own society is of a different kind than is the complex unproductivity of the society of nations, but there is an analogy worth looking at. A student comes to the liberal arts as instituted here not characteristically for a part in · producing any marketable goods or even any measurable goods. In the liberal arts his first duty is to himself; his next duty is to the condition of the symbols in his tradition; his third, to the regeneraton of the first two among his society, or, th4t is, to the mean, ings of the symbols. Duty to society is not apparently primary except in the sense that these three are a class of primary necessities, taken as one. An animal tends, chronologically, to discover which and what it is before extending its species �4 ST. JOHN'S into time, space, and number. It discovers very early which of the things in the world is itself, how to keep this distinction constant. It crawls, flies, walks in special directions and with special mterests. It makes selections from among things generally for particular uses. It projects programs. At some point it discovers species and makes physiological analogies as to own kind and as to other kind. It discovers the complication of sex wants and learns to distinguish useful objects from useless. It makes further analogies. It commits regeneration. Nations are more complicated, in the sense that we can discover in them more complications. Man is more complicated than either; man is rational animal. Presumably man can make the three discoveries, which, what, why, on the absolute animal level fairly quickly. When he convokes upon the liberal arts he must know these. But the prerequisites are something like the requisites. In the liberal arts, at the risk of unlearning the three first things from one moment to another, or at worst, consecutively for whole moments, a man's duty lies in three directions: self consciousness, nearly impossible and most difficult: self, and other, identification (naming, counting, defining, ordering), which is exercising the analogical faculty: efficiently wasting powers-of-analogy in working to assure the race of the possibility of intelligence in the next generations. Ideally: major poetry; creation of perfect institutions; correlation of the content of the liberal and fine arts. Possibly: minor poetry; creation of workable institutions or engag· ing in liberal professions; teaching the liberal professions. A real nation among nations ought to have a real culture, a view of the world and of other nations and a divisibility which allows intercourse with those other nations for the perpetuation of reai cultures. It ought to inconvenience it.:elf so far as that is necessary to keeping the communication of stuffs and ideas working for a common good which will consist in prevention of desperation and intercourse by emergency. A beautiful woman ought 'to conduct herself in such a way that enough of formal grace is imitated to reduce the necessity of informal intervention. An animal ought to stay in its habitat, but it ought also to allow the passing through there of other animals. In all cases there are casualties; perfection is not indicated. Animals, for instance, sometimes depend too radically upon one another. A student ought to be performing the formal graces of a curriculum, the separate virtues of distortion of curriculum and the hospitality, nearly ST. COLLEGE possible, of allowing passage through his elegant habitat merely because each of his three duties is efficient to the other and because the conspiracy against nonsense which is intellectual is by nature regeneration, and depends on mythical discretions of time, space, and number. If we here are making the remarkable fact of our convocation a pattern for our several uses, and if we become dependent upon it other than merely absolutely, as official members of the program, merely by coincidence, perhaps we would discover in the organism greater strength. Perhaps a student pol~ty cannot be imposed, but must come from prior dependence upon real polity. The Collegian is a small paper with a concern properly for small issues. The student polity is a small matter with large implications. Perhaps an instituted polity is indeed unnecessary. The opinion we stand upon is of the importance of polity in the world . We suggest one for St. John's College. - John Sanborn THE PLAY'S THE THING I suppose one of the most difficult things to talk about in any final or co11:lusive way is a play. Any literary work is subject to many interpretations each of which may have its individual validity, and none of which seem to have that universal element we co:1stantly seek. Mr. Landau stated that the Arista, telian Poetics is a failure as a universal critique. It i rather a critique of one play or perhaps o f the Greek Drama. There are too many plays in his opinion and in the opinion of many others that are good and yet do not fit into the Aristotelian scheme One of these plays: declared Mr. Landau, is the "Duchess of Malfi ." 0. e cannot criticize the "Duchess of Malfi" in terms of the Poetics, Mr. Landau went on, because of the great gulf between the Greek drama and that of the Elizabethan period . Greek drama a understood by Aristotle emphasizes plot thought and character. Greek characters, for instance, are proper, good, true to life and consistent, whereas the characters in the Duchess are sinning, corrupt and sometimes inconsistent. Diction, melody and spectacle are made to play a less important part in the construction of a Greek dramatic work. On the other hand diction, melody and spectacle take on splendour with Webster. And again whereas the motive is clear in Oedipus, for instance, the same JOHN'S is not the case in the Duchess. Webster is concerned with creating a mood and in many instances he is forced to sacrifice the Aristotelian essentials in order to do so. It is most important that we feel the tragic madness, that we see evil and corruption in its most brilliant form. However it seems to me that there is a fair sized patch of ground on which both Aristote and Webster might tread if they so desired. For instance the motive in the Duchess with some good detective work might be made clear. That motive is, of course, the incestuous love that the Duke has for his sister, the consummation of which is impossible and hence the tragedy. Again considering the Aristotelian function of tragedy i.e. that it purge the emotions of pity and fear or the like, Webster certainly triumphs on this score. This is true, if we consider "catharsis" as the arousing of the emotions and the continual "feeling" of thern throughout the play and hence the spending of them. Then again Aristotle and Webster are no longer treading the same patch when we consider change or recognition. Mr. Landau pointed out that most of the characters die as they are throughout the play, although this is also debatable . Examining these differences, Mr. Landau arrived at the conclusion that although the Poetics is a good critical work, it is not of that universal nature that we suppose it to be. There are too many good plays both Eliz,ahethan and "Modern" that oppose the schematic handling of Aristotle. I \vould agree and add that it is quite dangerous to say that 1f it's not in the Poetics, it can't be good. Mr. Landau's second and perhaps more vital point was that plays are written to be seen and heard. Once more Mr. Landau returned to the Duche s to demonstrate the validity of his position, after having quoted Mr. Buchanan as saying, "There's something about the spoken word." Mr. Landau maintained that the actors are symbols whose meaning we best comprehend when we see their conflict on the stage, when we see them move and act, when we hear them speak. Besides the harmony of the whole and the spectacle (costumes; props, scenery, etc.), the staging of a play serves to clarify the author's intention. The horror of the dead hand, the madness of the Duke, the queenlike stature of the Duchess are made startlingly clear on the stage. A competent director and sensitive acting can make the looseness and problematic structure of the Duchess less confusing to an audience. In this sense, the crew of a play can be considered as midwives between a pregnant author and an expectant audience. However one main point in question is the following. Is the distinction betwe~n reading and see- 5 COLLEGE ing a play a dis~inction in kind or degree? Or perhaps there is very little distinction at all. The reader of a play can interpret the play as a director does. He can conceive of the intention of each character's speech. He can imagine the conflict, the action or movement, the spectacle. In short, he can see with his mind's eye and hear with his mind's ear. And who can determine whether the reader·s "play" is truer than that on the stage? While it is conceivable that twenty specialists schooled in the art of producing plays may very well do a better job than one individual reader, yet it is a rare intellectual delight to discover, imagine and understand the world of a play by oneself. Those of you who remember Mr. Brown's lecture will recall how interesting and humorous it was. So was Mr. Landau's. And there is a kind of passive parallel between the two lectures. On the one hand, the clever reviewer of the first lecture discovered that the "underlying substratum" of the first lecture was the Prime Pusher. Mr. Landau rejects being pushed. On the other hand, Mr. Brown's lecture did not "need" a question period. Mr. Landau's did. And it proved fruitful. In the question period Mr. Landau's position was pushed to the wall by Mr. Klein. Mr. Landau admitted at Mr. Klein's urging that looking was the highest principle in life, and Mr. Landau was right back to Aristotle again. Mr. N eustadt wondered whether al! plays could be staged successfully. The lecturer admitted that King Lear and parts of Faust could not be staged ideally but that they could be staQ"ed It was also pointed out in the question period that playing could be made significant in that the import of the play-world, by nature of its beginning-middle and end form, is comprehensible. It was also pointed out that playing is like making believe the knowledge of which permits you to look or play without expecting a conclusive answer. P. A .C. -:-:-:- Dragon's Teeth for Germany Recently Mrs. Plunder has had called to her at· tention a project which may interest St. John's students concerned about the political reeducation of the German people. During the war German prisoners in this country were made acquainted with our theory of government, with the bases of democratic principles. we all have heard that often this instruction was answered only by apathy or contempt. Certain prisoners, however, most probably those who, from the first, maintained in some measure their integrity against nazism, were suffi- �ST. 6 JOHN'S ciently affected to attempt the same kind of instruction in their communities upon returning to Ger, many. Several types of study groups have been formed, connected with adult education directly, or with certain trade union organizations. This effort continues, but obviously under great difficulties stemming from the unsettled political and economic conditions in the country. One of the greatest handicaps is the shortage of books and other reading material, not only of all kinds, but in this case, of the specific writings most useful for the task of political reeducation. Some of these are: Halperin, S W Germany 'T'ried Democracy Crowell City, 1946 Rosenburg, A A History of the German Republic Methuen 1936 Valentin, V The German People Knopf 1946 Neumann, F Behemoth Oxford Press 1944 Koestler, A The Yogi and the Taylor A J P Dewey, J Commissar The Course of German History 1946 German Philosophy and Politics Students who could make any of the above (or similar works)* available should contact me in the near future. Direct cash contributions will also be forwarded to the government agency in Washington handling these matters. S. Bergen *? (ed.) -:-:-:- POEM Cutting the sizes of all the parts of love Perhaps, when she leans with her fingers out the window, Catching the green sources of the vine, Moving them somehow, waiting to read my letter On glass by a lamp on a glass table top, Slowly, consciously, astute as any Woman of Boston, pretty as any detail Of jungles, with a will, a grandeur, a dance of limbs Slow as the curve of gestures of an oracle. When ultimately she was sitting by breakfast dishes, Silver and cold, arching her long neck, Acknowledging nevertheless flowers and whiskey; Paper, grey, a color of her eyes Was the color of some of her real biography; Curiously so the color of what she wrote: True of something, if but a thing, expired: Something within something; her fingers succeed: COLLEGE 'o this was a green flower, those violets, but I am not ready. I will come when I speak to you Prokoffief you wolf; I shall move presently among your estates when I have learnt dancing dead and alive. here I have your flowers as you a dear boy · and I cannot speak to you, I am so polite. what can you say I having spoken then, say, Tibet? now, say Aztec? dress me? you bring me nothing for me that's not, oh, bring me subtler, subtler incantations, bring me a Swiss helmet, and let me ponder.' What she'd write was accurate, static; She has long fingers, and no doctor Ever traced a symptom of despair To the way her fingers are part of the highest mass, Moving the frame of her exquisite excesses. I made some such mistake, telling the thing In the form of: 'Your hands are like a river .· She laughed, struck me across the eyes, and laughed I said, 'willows.' She said, 'witches,' and left The house. I've never thought of being a doctor, She knows it, I suffer losses of spirit For such archaic diligence, and she, She's in Mexico, writing to tell me 'This is forgiven, Darling, you are kind; I am older than you, and crueller, Come here, there are no intelligent men any more.' I will not move to Mexico. Not stay In Peru. I might perform some gladiator Skill in cities: roar at Darning mouths, Listen to the Roman roar of girls Riding paper boats abstractly hard, Indulging in somehow periferal assaults: Papyrus without bulrushes, time without place. This is an age of death of ballads why, This is a time of laureate dependency Whv : how narrow the space between the substance And the spectacle. I cannot go Too close. I'll sing a little foreign ditty. Lurkinc; among some fragments of this flower, A most reliable timely hright flower. -John Sanborn ST . JOHN'S Mr. Neustadt started by putting his revised title on the blackboard in mathematical symbols; first one zero; then two zeros close together. He continued in arithmetic symbolism for the introduction of his lecture. Given: a plus zero equals a, then: a minus zero equal a. O.K. ! Given: a times zero equals zero, then: a equals zero divided by zero. Nonsense or amazing r Similarly, given: a divided by zero equals infinity, then: a equals zero times infinity. How can this be? If zero i.s just plain nothing, then no matter how many of them you take, still nothing is all you have. However, if zero in this case was not absolute nothing but almost nothing, then it is possible that the statement has some meaning. Though such expressions are outlawed where mathematical rigor is desired, yet they may sometimes be fruitful. The lecturer proceeded to the infinitesimal calculus to illustrate. N ewton, in investigating the area und er a curve, divided the base at a number of points, erected perpendiculars at these points, and using the points where these perpendiculars cut the curve he con, structed the circumscribed and inscribed rectangles. Since the difference of the circumscribed and inscribed figure is the greatest rectangle, then the ratio of the circumscribed to the inscribed figure approaches unity as the number of rectangles is increased indefinitely . The curvilinear figure always falling between will be the limit of both the inscribed and circumscribed figure. Returning to our equation, a equals zero times infinity, let a be the area of the curvilinear figure. If the number of rectangles is increased indefinitely then the size of each of them approaches zero. So that in the limit, a, the total area equals zero, the area of each infinitesimal rectangle, times infinity, the number of rectangles. DIVISIBILITY Mr. Neustad t gave further examples of the in, finitesimal methods with a tangent to a curve, velocity as infinitesimal space over infinitesimal time, equal magnitudes differing by an infinitesimal amount, and rest where the velocity is infinitesin:ial. Though these methods proved very valuable, they often led men astray. Some of the best minds became intoxicated with it. Galileo and Kepler succumbed. Our dean was a bit uncertain as to the proper title for his lecture . His final suggestion was "Everything and Nothing" which certainly was broad enough, and we were left to decide what falls under each heading. Perhaps we could suggest an alternrt.tive title or two: Mathematical Infinity and the Great Books or Reason and Intuition: Complements. Some philosophers were indignant. Berkeley called it rationization and Hegel found infinitesimals a case of the bad infinity. Carroll found only the smile. We turned to the Greeks and they didn't like it. Aristotle said that mathematicians clidn 't need it and Euclid and Archimedes showed by ex ample that rigor could be maintained in identical problems. They avoided the difficulties of the in- COLLEGE 7 finite by requiring a preassigned small area epsilon and the reductio ad absurdum proof. W eierstrauss established rigor in the calculus by a similar procedure. He precisely defined limit by using an epsilon and further removed the basic notions from geometry to number purely. Thus a task was done for Newton and Leibnitz which they found burdensome and unnecessary. Cantor, Hilbert, and Bertrand Russell have dealt with a different aspect of the infinite in more mod ern times. Our lecturer found tautology in Russell's classes to which everything is supposedly reduced. Through his empty symbols mathematics and logic become one. How do we test the compatibility of abstracted axioms? Why, we deabstract them and if they fit a real system, then they are noncontradictory. Thus as the day of Newton and Leibnitz had too much unrestrained intuition, the modern days are overburdened with too much empty reason. Poincare wisely suggests a balance. Use syllogism and intuition hand in hand, intuition as guide and instrument of invention, syllogism to analyze, review, solidify. W . G. Spohn - .- .. - .- DOCTRINES OF RIGHTS Jean Jacques Rousseau was the object of Mr. Straus's lecture and it was the man with which he was particularly concerned. The man through his work rather than the wcr'.{; siT::e according to the lecturer the work presents such difficulties that an understanding of Roussau 's purpose is necessary for an adequate understanding of his writings. Mr. Straus's argument was so complex and so subtile as to prevent the success of even an ela~orate sum, mary; so I shall not attempt to directly consider the lecture but shall confine myself to a discussion of some questions necessarily raised by his consideration of Rousseau. Rousseau's thesis, as presented by the lecturer, im plies the assumption the good for man lies ultimately in the state. It considers that his primary good is political; and (here I rely on Mr. Straus's insight), a step further that the majority of men do not pos· sess the potentiality of any higher good. For the greater part of mankind can neither receive nor be benefited by the sublime pronouncements of the great thinkers in all fields of human reason. That this is not an accidental condition is shown by the fact that all possibility of popular advance, in the sense of intellectual aggrandisement, is rejected as im , possible. The mental n eeds of man are held to be �8 ST. JOHN'S ornaments. The profane are held capable of only opinion, either by their nature, or through immutable social condition. The populace must be told a lie which does not contain even a distorted picture of the truth. Science and philosophy may not be pro, pagated, even in diluted form. Rousseau's understanding of man's political na, ture leads him to a definition of political attain, ment. Individual freedom under law offers the only acceptable social form. The concept of the General Will is a resolute attempt to use man's essential mediocrity as the principle of the ideal government. It is needless to point out that men's abilities are not in balance and that political skill is, as Rousseau himself knew, seldom the result of education or the lack of it. In other words man's mediocrity must be cconsidered. The most carefully formed political structure, buttressed by tradition and collectivism would be most likely by its fundamental nature to produce an internal tendency to change. This would not be in the form of government itself, of course; but in the governors, whether few or the en, tirety. And this would be as bad for the people. Rousseau apparently abandoned natural law and with it natural right because . he thought they were essentially unworkable principles. Natural goodness and a non,political virtue were for him powerless as standards for the betterment of man's state; and the ideal government of antiquity was dismissed as utopian, since not grounded in a true understanding of the average man's nature. The Rousseauan aristocrat, who is the scientist and philosopher, may possess thet:e virtues, but his only function is to tell the royal lie; and he stands absolutely outside of society in so far as he is either. Rousseau recognized that fear has been his, turically the fundamental power in political structures. Tradition and custom have supplemented fear whence the servile conservatism of the / ellahin, and his brothers in the world's best examples of the permanent state. "Passion itself pleads on its behalf" and a government based on sentiment and the basic emotions of mankind is the result. We shall not be obliged to ma~e man a philosopher be, fore he is a man. His duties toward others are not dict,ited to him only by the late lessons of wisdom, and, so long as he does not resist the internal im· pulse of compassion, he will never hurt any othei man. Writing what he admitted as propaganda, and hoped to be effective, Rousseau was willing to sup, press what he considered dangerous truths. The Calif Omar conflagration would have undoubtedly been an object of personal vituperation to Rousseau as a philosopher; but as the act of a statesman it COLLEGE could only, considering his opm1ons, receive his commendation. The individual who can surmount the handicaps of the Rousseauan state may find him, self on the solitary peak of individual achievement; but he will be politically ineffective, presumably because of his scarcity. His contemplation must be for and to himself alone. He would presumably have the choice of suffering political castration through isolation; or of becoming a lawgiver with the dubious function of retelling the royal lie . Mr. Straus did not consider the implications of such a political doctrine to the present; being concerned with only presenting Rousseau's thesis in its historical and p ersonal contexts. Both Rousseau's life and the impact of his work on modern thinking might well become the subject of another lecture. W . R. COLLEGE MEETING April 25': The meeting today had some trouble getting under way. The chairs were set up for the evening concert, but a piano tuner was still deeply absorbed in his work as we straggled in and sat down, all more or less contingently. A few strained minutes went by while the tuner gave no sign whatsoever of intending to recognize the impasse, until Steve Benedict, swallowing his misgivings about forcing the issue on one of such a temperamental lot, approached the tuner cautiously and, after due pause, managed to secure his attention. The outcome of their exchange was Mr. Benedict's being able to inform Mr. Kieffer that the gentleman esti, mated he might be finished in fifteen minutes. There seemed then to be effected a general agreement not to press matters any further fer a few more minutes at least; so everyone settled back un, easily again, no one being quite sure what might constitute an intelligent mode of accomodation to this situation, and most apparently beginning to frel pretty sure there might not be any. So we sub, r:.1it~ed with various attitudes to a highly rarifi.ed concert for a long five minutes, the gathering taking on more and more the aspects of the local equivalent to a Quaker meeting. Things were rapid, ly nearing a general quiet hysteria when the tuner startingly turned and asked, fortunately without addressing anyone in particular, "Do you want me to quit?" It wasn't at all clear whether this was a threat or an offer; however, Mr. Kieffer, from a safe distance, neatly rescued the situation by venturing the estimation that he too might be done in fif, teen minutes. These were the magic words where· upon, to the great relief of all, the piano tuner con, ceded, and Mr. Kieffer ascended the platform . ST. JOHN'S He told us first about the Board meeting on April 22. They had not gathered in alarm over the faculty problem of teaching the sciences and math, ematics; rather, they had confidently appointed Mr . Kieff er as permanent President of the College, with definite intent that a member of the faculty should be so chosen, as symbolic of our growth and contiam.nce. Also, they appointed Mr. Logan Marrett of Cincinnati to be our new Vice, President and treasurer, to succeed Mr. Campbell. In a brief survey of the College at present, Mr. Kieffer regarded the winter term as very successful, certainly in our overcoming its many possibilities for disarrangement and discouragement. Our spirit has been generally good, and perhaps we are not un, successfully imitating the great College many people think we are. For the future he has the general hopes, fears, and expectations; there are many things on which we must work together to be what we would. The teaching method and the laboratory must be and are under continual examination, as re, cent developments witness. The problem of the polity, however, so much needed for transition from administrative dictatorship and student anarchy to a balanced control, remains pretty much unsolved. The Board whose province may be defined principally as the material well-being of the College, has ta 1'en action in seeking and achieving community support. The Board at best, however, can only as, sure potential donors of our awareness of their interest and arn:ue for our worthiness, which we alone can substantiate, through continued adherence to the princip 1es of the pro~ram, education through the great bool~s in the tradition of the liberal ar ts . If we work together responsibly, material well,being will follow; if we don't, money, or the lack of it, won't matter. In closing the President expressed hopes for the virtues to play his part well and invited us to feel free to .r;ive our help and advice in every possible way, to the end that we mig;ht all be ah 1e to reach the judgment that liberal education is tabng pbce as we would have it. R. 0. D. -.-.-.- MARQUIS . CHILDS Marquis Childs came to the library Sunday night with a background of political reporting and of reading our books, and some that should be ours. He spoke on "Our Divided Government." As a reporter Mr. Childs notes th at Washington is in stalemate because of the Repulslican contro11Cd Congress and the Democratic prc.::ident. Legda- COLLEGE tion on labor issues and foreign affairs is blocked because of this conflict and the division of power and responsibility. The Republican party has the power to legislate; and the D emocratic party, be, cause of its control of the White House, has the re.:;ponsibility of legislation. As a result of the last mid,term election of the R epublican party controls Congress; yet Scm.tor Taft, depending on the short memory of the pub, lie, was able to charge the Democratic party with killing price control. This is not new, but is almost always the case when one p arty loses strength be, fore its president's term expires. This happened to Roosevelt in 1938 and to Hoover in 1930, and it has happened many times before in American history. Right now a per'.od of stalemate is dangerous. In fore ign affairs the proposal of President Truman to aid Greece and Turkey will have been acted upon too late to achieve the desired result. In labor matters the partisan congress is acting only with the cle::tion in mind, and delay may bring on an un, precedented economic crisis. In short our Government is divided : the unity of purpose and objective we had during the war is gone, and little ur ity is left to face the extremely complicated world of peace. Why is that? Mr. Childs answers as an original thinker about Atl'erican Government: Our political life is o f an accidental nature, we have systems of fixed ten~s of cffice for the president and division of legislative and executive power coming from the lSth century. Our present president holds office as a poli:ical accident and is much better than we de, serve. A characteristic product of American. public life, Mr. Truman began his career at th ~ service of one of the toughest political bosses in the country. Yet he displayed extreme loyalty and pride in his personal integrity. Obeying Boss Pendergast he left his belovecl Kansas City and went to the Sen, ate of the United States. Today without ever having sought the offi e, Mr. Truman is President by reason of per~ona l accident, and he is unable to enact a consistent program of action because of our system. In any other democracy Mr. Truman would have had to resign his office, dissolve the Congress over the issue where they disagree, and call a general election. As an example, price control; in this the president vetoed the legislation of congress. The public would vote with a sharp issue in mind and return a Congress and chief executive who have one program and could then carry it out. 9 �10 ST. JOHN'S In one of every three elections in our country a congress that disagreed with the president has been put in office. In the past that didn't make too much difference. Our government was ceremonial and ritualistic, not functional. And today we say we are proud of the Declaration of Independence and our Constitution. How do we look at them in the light of modern conditions? Today we are the only democracy with fixed terms of office. Last year all the polls of pub lie opinion showed at least 60% of the public in favor of price control; and yet Congress and the President could give us no suitable price control program. Our elections at fixed intervals are not based on any issue but just tally the composite of the voters' irritations. The consequence is not a benefit to the public. Technology has pulled the world together Since we are shackled with antiquated systems of government, our reactions to new conditions are slow and uncertain, hurting us and the rest of the world. Mr. Childs cites Brooks Adams, a native American radical, as predicting the enormous centralizing of power in the hands of the United States and Russia. Adams wrote in 1890, but even then he saw the trend of technological advancement. The ratio of man to the instruments of his power did not change significantly from Alexander the Great to George Washington. Since Washington, technology has made the world smaller and our age, an age of power. T o meet these new conditions our government should be put under glass and examined without awe of consideration of tradition. Our founding fathers were modern, and radical men for their time; for our time revisions are needed . COLLEGE The term of the president should not be fixed. The drafters of the Constitution envisioned a president resigning if his hands were tied by Congress Not advocating a complete adoption of the Parliamentary system, Mr. Childs suggests a meeting in Philadelphia of the best minds on government in this country, to examine our political framework with the same qualities of pragmatism, political vigor and creativeness as the men who made our government. In our stalemate what we have to fear is not communism. To Mr. Childs the fear of communism for us living in the richest country of the world is explicable only in terms of neurosis. What can threaten us however, is either one of these two mental attitudes: 1. The conviction that no good can happen or has happened in the present. This cult of the past resents change and wants to return to the era of McKinley. 2. A view of all life's happenings in terms of one concept and an imposition of that concept on all human activity. Examples of this are the ideas behind the French and the Russian revolutions. Perhaps communism is such a concept just as fascism may be an example of the former. We must examine our government without either rigidity of mind and join a conflict to be resolved by answering these questions: How can we produce rewards and satisfactions for our people better than the Russian system? How can we integrate all our peoples, and elevate those who regard themselves as second class citizens, by using our technological advances and an efficient government for the good of all? Donald Kaplan � 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. LVX No. 11 Title A name given to the resource St. John's Collegian, June 06, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-06-06 Description An account of the resource Vol. LX, No. 11 of the St. John's Collegian. Published on June 6, 1947. 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. 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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 17.5 x 13 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0642 Title A name given to the resource Commencement Procession Exiting McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w 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 Date A point or period of time associated with an event in the lifecycle of the resource 1947-06-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Relation A related resource <a title="Commencement Program" href="http://digitalarchives.sjc.edu/items/show/3196">Commencement Program</a> Commencement McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/651c5082f75a154bf16247b0ca82535e.pdf 3f68aaadd4042e5d297ff72338b5e161 PDF Text Text ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND 1696 -1947 COMMENCEMENT EXERCISES MONDAY, JUNE NINTH NINETEEN HUNDRED FORTY-SEVEN I �PROGRAM Honors and Prizes FOR THE ONE HUNDRED FIFTY-FIFTH COMMENCEMENT IN THE TWO HUNDRED FIFTIETH YEAR OF THE COLLEGE To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge Walter I. Dawkins ................ TRISTAM JOSEPH CAMPBELL, JR. . {CHARLES ARTHUR NELSON Honorable Mention ..... "' ... ' . ARREN SEYMOUR ZEIK w ACADEMIC PROCESSION INVOCATION .................... The Reverend W. Kyle Smith To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors .......... JOHN SCOTT DESJARDINS ANNOUNCEMENT OF PRIZES AND AWARDS The President of the College To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00* ...... CLARENCE JAY KRAMER ADDRESS TO THE GRADUATING CLASS ............... Jacob Klein Tutor of the College Honorable Mention ........ ROGERS GARLAND ALBRITTON CONFERRING OF DEGREES ......... The President of the College To the student who has written the best original sonnet, a prize of $10.00 ......... WILLIAM CHESTER BUCHANAN, JR. BENEDICTION ................... The Reverend W. Kyle Smith ACADEMIC PROCESSION Reception and Tea at McDowell Hall for Members of the College and their Guests To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euchdean methods, a tangent to a cycloid), a prize of $10.00 ........................ WILLIAM GIDEON SPOHN, JR. *For the year 1945-46 ......... WILLIAM CHESTER BUCHANAN, JR. �Candidates For Degrees AS OF THE CLASS OF 1946 Rite BACHELOR OF ARTS HARRY CHARLES ROCKEY .......... Philadelphia, Pennsylvania JAMES WILLARD SHARP ................ Freeland, Pennsylvania AS OF THE CLASS OF 1943 Rite MONTE FERRIS BOURJAILY, JR...................•.• Washington DOUGLAS BUCHANAN ................ Richmond, Massachusetts Cum Laude CHARLES LINCOLN VAN DOREN .......... New York, New York HERBERT WILLARD STERN ........... Philadelphia, Pennsylvania Magna Cum Laude Cum Laude HENRY THEODORE WENSEL, JR ................... Chevy Chase JOHN WEBER, JR............................ Cleveland, Ohio AS OF THE CLASS OF 1944 CLASS OF 1947 Rite Rite NICHOLAS DANIEL BONADIES ............ Winsted, Connecticut ROBERT FREDRIC GARLAND BUNTING ................ Baltimore EDWARD MAURICE GODSCHALK .......... Montclair, New Jersey CARL SCHLEE HAMMEN ........................... Linkwood STEPHEN GORDON BENEDICT .......... Scarborough, New York TRISTRAM JOSEPH CAMPBELL, JR...... Old Orchard Beach, Maine WILLIAM PAUL ELLIOTT ..................... Aurora, Illinois ALLEN ABBEY GOLDSTEIN ......................... Baltimore Cum Laude RICHARD EAGLESTON JAMESON ...................... Fallston CASIMIR THADDEUS KROL .................... Chicago, Illinois HAVEN ELY SIMMONS .................... Cedar Rapids, Iowa ROWELL ANTON VON MAGIUS SCHLEICHER, · · Forest Hills, New York WILLIAM GIDEON SPOHN, JR.................•..... Baltimore ROBERT RUSSELL WEISS ....................... Federalsburg ANDREW SHREFFLER WITWER, JR .•.............. Joliet, Illinois Cum Laude wARREN SEYMOUR ZEIK ................. Bayonne, New Jersey Magna Cum Laude JOSEPH FRANCIS HOLLYWOOD, JR ......... New York, New York AS OF THE CLASS OF 1945 Rite WILLIAM EDWIN HARRIS .................. Saginaw, Michigan JOHN VAN DOREN ..................... New York, New York Magna Cum Laude JOHN SCOTT DESJARDINS ................ Scarsdale, New HENRY RESOLVED MACK ..................... Dover, Delaware AS OF 1944 Cum Laude STEPHEN WINDSOR BERGEN ............ St. Alban's, New York y ork Cum Laude CHARLES ARTHUR NELSON ................... Berwyn, Illinois JOSEPH CHARLES SMITH ............. Washington, �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 6 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1947-06-09 Description An account of the resource Commencement Exercises. 1696-1947. Program for the One Hundred Fifty-Fifth Commencement in the Two Hundred Fiftieth Year of the College. Identifier An unambiguous reference to the resource within a given context Commencement Exercises from 1947 {1947-06-09} Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Title A name given to the resource Commencement Program, 1947 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/369ba867d34d24e45451bdde64ca1161.jpg 7ad22e3fc65ec7fbb09fbbf47a5989cd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 17.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0640 Title A name given to the resource Jacob Klein, in Academic Robe, Speaking at Podium during Commencement under the Liberty Tree, St. John's College, Annapolis, Maryland, June 9, 1947 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 1947-06-09 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Commencement (St. John's College, Annapolis, MD). St. John's College (Annapolis, Md.). -- Deans St. John's College (Annapolis, Md.). -- Faculty. Baccalaureate addresses Klein, Jacob, 1899-1978. 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. Commencement Deans Honorary Alumni Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8dcf84cf8ea06e468ac912726619ef94.pdf d0bfe58b062d632757b904d2cdc66ce8 PDF Text Text ST. JOHNjS COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1946-1947 CALENDAR 1947-1948 ANNAPOLIS, MARYLAND JULY, 1947 Founded ;is King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR .BOARD OF VISITORS A~; G~~~~~~ ................... . OFFICERS OF ADMINISTRATION ................... . FACULTY . . . . . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : . . . . . . . . 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: 1. 2. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ......................... Why a College Education Should be Liberal The Crisis in Liberal Education. . . ....... The Liberal Arts . . ............ The Classics as. T~~~he·r~ ........................ Science and the Modern W~~id The Curriculum ............ . The Tutorial~ ....................... . . . . . .................. . ................... The Language Tutorial ............ : : : : : : : : : : The Mathematics Tutorial . .................. . The Seminar . 4 6 8 9 14 14 16 17 18 21 22 24 25 26 ........................ . 27 28 The Laboratory ... : : : : : : : : : : : : : : : : : : : : : : : : : The Schedule ................................. . The Faculty .............................. . Academic Standing .................. . The Degree of Bachelor of Arts ' ........ . A List of Great Books .................. . 30 30 The Formal L~c~~~~ : :: : : : : :: : : :: :: :..... . In Chronological. O~d~~ By Years . . . . . . . . . . ........................ . .... . By Subject Matter ......................... . Instructional Charts Laboratory Exerci~~s. : : : : : : : : : : : : : : : : : : : .... . RESIDENCE AND ACTIVITIES .... . How TO APPLY FOR ADM~S~~~~: . . . . . . . . . . . . . . . . . . . . . . FEES . . . . . .................... . ..................................... . APPENDIX A, HI~~~~~.~; ·;~~ ·C~~~~~~ ................ . APPENDIX B, THE DEGREE OF BACHELO~· ~~·A~~~: : : : : : : : FINANCIAL. A~~ 32 35 36 40 40 42 43 44 46 49 55 59 63 67 73 p~~~~-~:::::: 77 80 REGISTER OF STUDENTS 83 INDEX . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 90 APPENDIX C, INTERCOLLEGIATE ATHLETICS. BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S 3 \ �COLLEGE CALENDAR 1946-4 7 Annual Examinations COLLEGE CALENDAR 1947-48 .. September 19-21 Annual Examinations ..................... September 16-20 Registration . September 21 Convocation . September 22 Registration ............................. September 19-20 Convocation ............................... September 21 First Term begins. ....................... September 23 First Term begins 9 A.M .................... : . September 22 First Term ends 12 noon. .................. December 20 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ...................... January 6 Second Term ends 12 noon .............. . ...... March 21 Third Term begins 9 A.M .............. . .... April 7 Third Term ends 12 noon .......................... June 6 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 Baccalaureate Sermon .............................. June 8 Baccalaureate Sermon ................... . Commencement Commencement .................................. June 7 • .......................... June 9 CALENDAR JANUARY SMTWTF $ •••••• 1 2 3 4 5 6 7 8 9 1011 12131415161718 19 20 212223 24 25 26 27 28 29 30 31 •• FEBRUARY APRIL S M T W T F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13 141516 17 1819 20 21 22 23 24 25 26 27282930 •••••• MAY •••••••••••• 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 232425262728 •• •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MARCH ••.•.•.••••• 1 JUNE .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 2 3 4 5 6 7 2 3 4 6 6 7 8 8 9 1011121314 9 10 11 12 131415 15161718192021 1617 1819 20 21 22 22 23 24 25 26 27 28 23 24 25 26 27 28 29 2930 •••••••••• 3031 ..•••••••• FOR 1947 JULY S MT WT F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13141516171819 20 21 22 23 24 25 26 2728293031 .••• AUGUST •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17181920212223 2425 26 27 2829 30 31 •••••••••••• SEPTEMBER •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 24 26 26 27 282930 •••••••• • OCTOBER S MT WT F • s •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 151617 18 19 20 21 22 23 24 25 262728293031 .. NOVEMBER •••••••••••• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 •••••••••••• DECEMBER •• 1 2 3 4 5 6 7 8 9 10 11 12 13 14151617 1819 20 212223 24 25 26 27 28293031 •••••• .. .. ... .. .. .. .. .. .. .. .. .. .. .. .............. 4 JANUARY S MT WT F CALENDAR s s •.••.••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL M T W T F s s FEBRUARY .............. MARCH •• 1 2 3 4 5 6 7 8 9 10 11 1213 14161617181920 212223 24 25 26 27 28293031 ...... 194 8 JULY M T WT F s • OCTOBER S MT WT F •••••••• 1 2 3 ••••••.• 1 2 3 .••••••••• 1 s 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 11121314151617 11121314151617 10111213141516 1819 20 212223 24 18192021222324 17181920212223 252627282930 .. 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 .....•.••... .............. .............. 1 2 3 4 5 6 7 891011121314 15161718192021 22 23 24 25 26 27 28 29 ••.••• · •••••• FOR . ...... June 6 MAY .. .. .. .. .. .. .. AUGUST .•...•.•.••• 1 1 2 3 4 5 6 7 2 3 4 5 6 7 8 8 9 1011121314 9 101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 .•....•..• NOVEMBER .• 1 2 3 4 5 6 7 8 9 10 111213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• .............. .. .. .. .. .. .. .. JUNE SEPTEMBER •••• 1 2 3 4 5 •••.•• 1 2. 3 4 6 7 8 9 10 1112 5 6 7 8 9 1011 13141516171819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 27 2_? 29 30 .•...• 2627282930 ••.. 5 DECEMBER •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 18 19 20 21 22 23 24 25 262728293031 •• �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's Col- President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EDWARDS. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judg:e. . . . . . Chest er t own, ~ C. Gus GRAsoN, Associate Judge. . . . . ....... Towson, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, lege, .l\anapolis, :rvraryland. RAYMOND N. WILBURN, Dean, SL John's College, Annapolis, MARYLAND. 6 OF 7 Md. Md. Md . Md. Md. Md. �OFFICERS OF ADMINISTRATION* FACULTY* PRESIDENT PRESIDENT JoHN SPANGLER KIEFFER, A. B., A. M ....... 12 McDowell Hall ACTING DEAN JoHN OTTo NEUSTADT, B. A., M.A. (Until June 30, 1947) . . . . . . . . . . . . . . . .................. . 11 McDowell Hall ' DEAN RAYMOND NEIKIRK WILBURN, B. S., M.A. (From July 1, 1947) .................. . . . . . . . . . . . . . . . 11 McDowell Hall JoHN SPANGLER KIEFFER .................. 139 Market Street B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-: Board of Visitors and Governors, 1943-; Acting President, January 1, 1947- April 22, 1947; President, April 22, 1947-. ASSISTANT TO PRESIDENT ACTING DEAN CHARLES A. NELSON (Until June 30, 1947) .. 14 McDowell Hall ASSISTANT DEAN JosEPH WINFREE SMITH, B. A., M. A., B. D. (Until June 30, 1947) ............................. 14 McDowell H21.ll LUKE HARVEY PoE, JR., B. S., LL. B. (From August 1, 1947) ............................. . . . . . . 14 McDowell Hall (Until June 30, 1947) JoHN OTTo NEUSTADT ................... 61 College Avenue B. A., 1939; M. A., 1942, St. John's College. Tutor, St. John's College, 1940-42. Army of the United States, 1942-46. Tutor, St. John's College, 1946-47; Acting Dean, 1946-47 . DEAN TREASURER (From July l, 1947) KENT CAMPBELL, B. A. (Until June 30, 1947) .................................. 13 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MoRRILL, B. A., LL. B. (From July 1, 1947) .................................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................... 11 McDowell Hall LIBRARIAN CHARLOTTE rLETCHER, A. B., B. s............ Woodward Hall DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. ........ McDowell Annex COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D ........ . ....... Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.... . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A.. . . . . . . . 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. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS GEORGE ALTHOFF BINGLEY .... - .... . ...... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ..................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A ........ New Haven, Connecticut •Stringfellow Barr, President, resigned December 31, 1946 .. Scott Buchanan, Dean, leave of absence July l, 1946; resigned Decem?er 31, 1946. 8 RAYMOND NEIKIRK VVILBURN .................. 36 East Street FoRD KEELER BROWN ............... 243 King George Street 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; Active duty with the United States Navy, 1942-45: Tutor and Director of Adult Education, St. John's College, 1945-. "CE. Pg. 32. 9 'I �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE RICHARD SCOFIELD . ... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. LEONARD JAMES EsucK. . Brice House ~· A.'. University. o_f Chicago, 1934; M. A., Tulane University, 1936; Ph. D., Umvers1ty · v· · · - of Virgm1a, 1939.. Du .Pont Fellow in Philosophy , u nn,ersi·ty o f . irg1ma', 1936-39, Instructor m Philosophy, Drake University, 1939-42; Tutor, St. Johns College, 1943-. JO j ACOB KLEIN . ... 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 .. .. 214 S. Cherry Grove Avenue 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. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. KENT CAMPBELL. . . . Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. Active duty with the United States Navy, 1942-46. Tutor and Treasurer, St. John's College, 1946-47. BERNARD MANN PEEBLES. . Pinkney House 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-. H WILLIAM ~RVING HARPER. . Brice House B. A., _Ohio Sta~e University, 1931; M. A., Columbia University, 1934. Instr~ctor. m Chemistry, McGill University, 1932-33; Instructor in Chemistry, Umvers1ty of Buffalo, 1935-37; Fellow, Clare College, Cambrido·e Universit;• 1938-39. Tutor, St. John's College, 1943-. " '' SIMON KAPLAN. . . ... . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darm~tadt, and U~iver~ity of Heidelberg, 1912-14; University of Leningrad, 19~1-23, ~h. D., Umvers1ty 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-. ' NORMAN 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-. ]ACK LANDAU . . . . . . . . . . . . 58 State Circle B. A., St. John's College, 1944. Tutor, St. John's College, 1944-. LUKE HARVEY PoE, JR.. . . . 49 Cornhill Street · 't .B. . S. in Mathematics, Universit)' of Virginia , 1938 . LL . B ., U n1vers1 y o f ~ . . Vngmia, 1941. Cravath, Swame & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, St. John's College 1946-· As · t· t Dean, 1947-. ' ' ,sis an CHARLES]. .ALBA.. . Wild Rose Shores B. S., M. S. m Electncal Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey , Computer , 1934 -36 . Rad·io c orporatwn · . . . of Amenca ~nd U .. s. T_elevlSlon Manufacturing Company, Engineer, 1936-39. Capito~ Ra~w Engi_neermg Institute, Instructor, 1939-40. Civil Aeronautics Adnumstratwn, Engmeer, 1940-42. Air Track Manufacturing Company, Research Engmeer, 1942-46. Tutor, St. John's College, 1946-. Street ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . 49 Colleo-e Avenue . B. A., 1940, Harvard College, s.c.J. Sheldon Travelling Fellow, Ha~vard University, 1940-41. Tutor, St. John's College 1946-. ERNST ABRAHAMSON . ... Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chfilons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. CARLOS FRAKER . . . . . . . . . . . . . . . . . . . . . . . . . . Hanover Street A. B., Massachusetts State College. B. M:os., Yale University. Tutor, St. John's College, 1946-. JOSEPH WINFREE SMITH, JR .. . 49 Cornhill WILLIAM KYLE SMITH. . Revcrdy 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, 1942-46. Tutor, St. John's College, 1946-. WILBUR<?- ~ORHA~. . . 201 Hanover Street ~- A ... Umversi~y ?£ Illm01s, 1922; M. A., Columbia University, 1925; Ph. D., Umversity of M1ch1gan, 1931. Instructor, Columbia University, 1922-26. Professor, .State Teachers College, Buffalo , New York ) 192o,--29 . Res~- 1_,1, " '.tl)'SiO.iO' ' 1 • . 1..-a ..,a .A. g1st, Fifth Avenue Hospital, New York, 1931-32. Rinehart, Inc., New York, 1932-41. Lecturer, Colgate University, 1942-45. Lecturer, Union Colleae Schenectady, New York, 1945-46. Tutor, St. John's College, 1946-. " ' �1% CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST .. JOHN'S COLLEGE . vVeems Creek WILLIAM HENRY HATFIELD. B. A., St. John's College. 1941. Tutor, St. John's. College, 1946-. Ill ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. B. A., Murray State Teachers College (Kentucky), 1936. M. A., Vanderbilt University, 1937. Graduate work, University oE North Carolina, 1937-41. Teac~­ ing Assistant in English, University of North Carolina, 1937-39; Instructor m English, University of North Carolina, 19,39-41. Active duty with the United States Navy, 1941-46. Diplomas in Electronics, Naval Research Laboratory, 1942. and Massachusetts Institute of Technology, 1945. Historian, Staff Joint Task Force One, 1946. Tutor, St. John's College, 1946-. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937: Instructor of Philosophy, 1897-99, Assistant Professor, 1899190.3, 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-. CLAUDE SPENCER LEFFEL, JR ............... 138 Charles Street MARK JOSEPH J. HORRELL ..................... 53Yz Cornhill Street B. A., St. John's College, 1943. United States Army, 1943-46. Tutor, St. John's College, 1946-. F RANCIS SCARLETT MASON , JR........... . . 58 State Circle B. A., St. John's College, 1943. Active duty with the United States Navy. 1943-46. Tutor, St. John's College, 1946-. vAN DOREN . .. 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University. 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia Uni,1ersity. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 19115-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. FRANZ PLUNDER. . . . . . . . . . . . . . . . . . . . . . Cooper Apartments Stadtisches Gymnasium, Bregenz, 1909-1913. Royal Academy of Fine Arts. Vienna, 1911-1914, Master Degree. Technical University, Vienna, Yacht Design, Master Degree, 1914. Tutor, St. John's College, 1946-. FREDERICK LAMOTTE SANTEE. ....... Manhattan Beach B. A., Harvard, 1924; B. A., Oxford, 1926; M. A., Oxford, 1929; M. D., Johns Hopkins, 1938. Fellow of American Academy, Rome, 1927. Instructor in Latin. Lehigh University, 1927-29. Assistant Professor of Latin and Greek, Vanderbilt University, 1929-34. Associate Professor of Classics, Kenyon College, 1938-42. Lieutenant (M.C.), United States Navy, 1943-45. Tutor, St. John's College, 1946-. .. 42 East Street LAWRENCE TOWNSEND. B. A., 1932, Butler University. Tutor, St. John's College, 1946-. .... vVhitehall Road LOGAN MORRILL. B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. LECTURERS MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ..... . ..... Annapolis, Maryland B. A., 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-. PROFESSOR EMERITUS OF FRENCH JACOB. BERNARD SEGALL ..... ..... Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Runiania, 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 Langnages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor 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 cat~­ logues 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 shou~d be able to read, write, and reckon, and that every profess10nal man should have a mind free enough and disciplined enough to recognize his professional e~ds and to underst~nd the ~eans which must be used to achieve them. Acadexmes and liberal colleges were establishe~ to assure ii:itellectu~ freedom and discipline to the professions and theIT 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 t~ade schools have robbed the familiar phrases of their meanmgs. To a far greater degree than we realize, the liberal ai:s and sciences have themselves disappeared and what remams 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 SL John's Colleo-e Program as the re-establishment * of the original colleo-e ~ith its original function of intellectual freedom and . discipline, but unfortunately that needs explanat10n at so~e length. Let this be an apology to the reader an~ a warnmg that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liber~l 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 a~d encou:ag~d instit~tions for the liberal education of youth m the pnnoples of virtue, "' Cf. Appendix A. 14 knowledge, and useful literature because such institutions are of the' highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which 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 an �CATALOGUE OF ST. JOHN'S COLLEGE 16 17 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on th5 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 strongb,olds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curricu1m~, but a mo~em equivalent. That is what St. John's College decide~ to do.rn 1937: Since then the College has for ten years. teste~ its curriculum m actual operation. The choice to restore the liberal arts has ~et with favorable response and the College has assumed a position of leadership in American education. 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. ~~e seal on th~ back cover of the catalogue points to the trad1t10n from which we derive our courage . Th e L a t. . . . in mscnpt10n says that we are making free men out of children by means of bo~ks and balances. The figures on the seal repres.ent the seven liberal arts as they were traditionally conceived f~r about two thousand years, up to the beginning of the n~nete~nth ce?tury. In ancie~t .style they are grammar, rhetoric, d1al~ctic, which form the t:ivmm; and arithmetic, geometry, music, and astronomy, makmg the quadrivium. In the center and fore~ound stands a pair of chemical balances which represents .the mstruments ~f the mo~ern scientific laboratory, where the liberal arts are bemg practiced at their best and fullest in the modem world. A great deal ~s said these days about the teaching of methods, but the profess10nal and specialist's bias has left its mark h 1 h I · b . ere ~s e sew ere. t is o v10us to any teacher that there are different m~t~ods ~or different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds m~st be able ~o view concrete situations, deliberate by formu~atrng clear d1l~m~as, and arrive at a deciding choice. This mv.olves a combmatlon and organizing of all methods, and edu~at~~n should. provide a training which would bring precision, fac~hty, and mdependence in this most human of all human a~t10ns. 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 �l8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio1:1 as well a~ reasonmg must be made. Memory, manual dexterity, calculat10n and .measure· ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts reqmre. The reahzat10n of these capacities comes about by thei~ exercise .under controlled conditions in which ordinary learnmg by tnal and err~r be· comes discipline under the guidance of teachers. ~y children then we mean men who are capable of liberal learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea_ching :nethods, but rather use all available methods and devices, still :'e have a special interpretation of the teache_r'~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th: greatest books of European and American thought. The l:st of the great books and their authors who are now . t~~chmg ~t St. John's, subject to continual revision and cnticism, will be found on page 40. These are the real teachers, ~~t we_ also have a secondary faculty of tutors who act as aux1hary mter· mediaries between the books and the students. These books were chosen over a period of nearly twen~y years by auxiliary teachers in various. places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of . · · V ugmia, an d St . John's College · The list was under cnt1osm . . · 1 and testing by teaching and learnmg expenence _d_unng t 1at period, and the process has ~ontinued ~nder cond1t10ns set by the single all-required curnculum 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 unders~and1:1g of the classics and classical educat10n. The pre-elective ~1b~ral arts colleges had come to understand and_ d:fine the classics i~ te:rm~ of the symbolic mediums of transmission_ and commumc~t10n, they taught Greek, Latin, a:id mat~~matics as ai: exter:s10n of · -' . -~~ ··'o~ u ... ~a.u "o' ", ··· · · '"" primary. eulic<t.Ll u 'n .,_.,,,.,,..:i 1ncr wnt1nP" and anthmet1c. We . are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d a~e reading the classics in English. As we do that, certam cntena w: 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. 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 under· stand 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 er 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 ST JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books oE 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 correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anri 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 2.re 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 ~raditions. They would have us as persons detach ourselves fr?m 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 transfo~mi~g itself in most lively and important wa~s. This is ~appenmg m two ways primarily, one in mathematics, another m the l~boratory. St. John_'s College has more required mathematics than ~ny other hberal college in the country; it also has ~ore reqmred laboratory work than any other liberal college m the country. Together mathematics and natural science .constitute more than one-half of the required work. Three ~undred _years ago ~lgebra and the arts of analytic mathematics w.er~ mtroduced mto European thought by Rene ?escartes. This is perhaps the greatest intellectual revolution ~n re~o_rded history, paralleling the other great revolutions m rehg10n, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ianorant of this change and its issues. It has redefined and tr~ns­ formed our whole n_atural and cultural world. Although it is not the only focal pomt 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 does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could n?t b~ appre~iated without the first two year~ which cover the h1stoncal penod 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 tbe classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement wh~ch involves the analytical study of the instruments of observat10n 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 s.t~dy of concrete materials and situations in biology and medicme 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 ~y a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual ?ackgrou~d for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a creneration of conlpetent economists, political scientists, and 0 'd even sociologists. Social studies at present do not provi e an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list ~hows th~ division of books into four groups according to the four sess10ns 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 themselv~s o~er the conventional array of subject matters as they are studied m 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 compar~son by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. THE CURRICULUM The proper subject matter for the study of the liberal .arts is man and the world, with all that these imply; the medmm 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 te~chin.g ~re. the liberal arts; the end of the teaching and learnmg 1s msight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the sc~eduled arrangements for doing this in four thirty-three week sess10ns 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 shows the chronological order for books and authors, becrinnincr with Homer. and endini?: with Russell, Freud, and 0 0 . James. This represents the required readmgs for the four years and implies further readings in secondary books as welJ ~ 23 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 �CATALOGUE OF ST. JOHN'S COLLEGE 24 25 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. A~o~g 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, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 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 o~ from te~1 to twenty .students meeting five times a week, provide~ .the ideal. cond1t10ns for collaborative study and for the mamfold teachmg and learning relations that hold in a company ?f good friends. The tutor makes daily diagnostic observau.on~ of ~ach. student as he works and gives the proper prescnpt1ve directions as they are needed. There is also an ?pportu.nity for each student to contribute his measure of mstruct10n to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and discipli~ing of the imagination. Foreign languages have often been praised for their mental discipline, but the. vaguenes.s of the statement mirrors the decay of a pedagogICal techmque. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat~on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq1:1ence. Speci~l attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always k~own the pm~erful effects of foreign language in getting this kmd of attent10n. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is ob~ious th~t we do not expect to have these languages mastered m 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 orogressive education, rote memory has been abhorred becaus~ 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 ~inds of translation from important texts in which important thmgs are being said and the grammar of the language is being used for purposes of full expression. These translations . range £:0~ technical grammatical translation, through vanous . 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 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. 27 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 ~ei:i-. In fact it is a language within the mother tongue prov1dmg a most powerful practical and theoretical ex~e~sion. I~ view of our present scientific and industri.al c.ond1t10ns. of l~fe, the decay and elimination of mathematics m educat10n is most disturbing. This default has become so common now t~at many persons believe that they .nat~vely lack. m~t~emat1cal ability. Nothing could be more cnpplmg to th~ md1~1~ual .n~r more discouraging for the future of democratic soc1eue~, if it were true. The apparent disability is due to a decay m the techniques for teaching mathematics and this in tu~n is ~ue to misunderstandings of the fundamental nature and mtenuon of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in . its ent~rety. Th~s 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 i's 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 �28 CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the 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 sing-le 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 aver their heads, but talk th<it is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. CATALOGUE OF ST. JOHN"S COLLEGE 29 FORMAL LECTURES 1946-47 The Oar nf Ulysst's . . . ....... John 0. Neustadt Trivi1tm. . ... John S. Kieffer Quadrivium? .................................. .Jacob Klein Vico ..... StTingfellow Barr The Liar. Alexander Koyre New School for Social Research Analogy. . . Scott Buchanan SjJheres ancl Cells. .Edward Kasner Columbia University The Dark Night of the Soul Recital . . . . . . . . Leonard ]. Eslick ............ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist .Jewsalem rmcl Athens ......................... Leo Strauss New School for Social Research - - - . - ......... - .......... Mark Van Doren Dramatic Presentation: The D11c/1ess of ..1\·Inl"... . K.mg 'V·11· ,, ' i iam l'la)ers 1\iao; and Russia. On Reading St. Thomas. ,.-lmerican Literature I. . .......... Gregory Bienstock . .. Scott Buchanan . . - ..........:\fark \'an Doren SymlJolism and Poetry . ............. _ ... _.......\Villiam s...Weedon Universit7 o[ \'irginia Anus and /he iVJan Mytliology .... .Ernst Abrahamson ...... John S. Kieffer Reading, SlwkesjJeare and Cervantes ......... _ .. Ford K. Bro\\"n The Rcd11clio11 of the Syllogism. ......... Raymond N. Wilburn American Lilt:rature II .... _. __ ._ .............. . Mark \'an Doren Toynliee's Themy of History. .. Stringfellow Barr Ro11s.1eall. Leo Strauss New School for Social Rescarclt Divisibility. - ... - ......... .John 0. Neustadt Recital · · · - · · - .................... Andor Foldes, Pianist Wonder, Doubt, and Belief. .J. Winfree Smith How to Read A Play ............. Jack Landau Tl1e Nineteenth Century. . ............ Jacob Klein Scfrnce and Civilization Freud. ..... David Hawkins George \Vashington Uniler,it; . ... H. W. Loewald, M.D. Dram;uic Presentation: The Alc/1e1111·,.1 . . . . . . . . . K"mg ur11·iam P1a ye rs . "1 �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 colleges is evidence that th<; 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 crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College· is the easily observable fact that all the students of the same year are reading the same books at the same time with 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 Eucl~d's Elements; or i_t may be the first assignment in Thucydid~s when t~e se~m.ar leaders are wondering if the students will get the imphcat10ns of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each m?rning for five day~ of the week each student spends one hour m a language tutorial and one hour in a mathematics ~utorial. One aftern~on a week each student spends three hours m the laboratory durmg 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 ~ormal lectures. Nineteen or twenty hours per week are si:ient m _regular classes. The rest of the time is spent in studymg, eatmg, sleeping, talking, athletics, and other activitie~ such as music and dramatics. The week is the elementary umt 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 an~ _mark pi~ces of work projected and accomplished. In recogmt10n of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally ?n the texts he has read, on his critical or interpretative opin10ns, 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 ~hich his tutors and laboratory instructor report to the semmar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between tea:h~rs and student for the purpose of diagnosis and prescnpt10n rather than for report of marks. They are followed ~y va~ations in which a fresh start is possible and new directions m study may be explored. Grades are not reported in �CATALOGUE OF ST. JOHN'S CO~LEGE 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 Jong vacation period during which the salutary processes of bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complefilents his own. This is the situation in a seminar, where 32 A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Language Tutorial Fri. Sat. Language Tutorial I IO 11 Thurs. 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 ex~minations 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- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF 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, b11:t there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ' pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary resuJ!t. :..1fhe students thus have direct and contributing parts in, r..e enq1, and research has a direct and contributing r6le in Jted B~10n. The faculty now represents a ~alanced distribution of special knowledge. Eventually ·'l's Bac1duates from the fouryear course itself will be the beshe (i;chers, and some of them have already been taken on as te? _Jg assistants. 34 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin . Descartes: Discourse on Method, in French and Latm 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: Meno 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 remter- 85 ,lY 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 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, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or . other responsible person outside the College; 0 ~e~he . 2) Practising phy;rhe Wo~Jfionsulted by the student; 3) Instructor in cha'.t Contra class in which absence occurs; iements Ph'bsophy Cl 11 4) T he C0 ege 7ical P THE DEGREE OF BACHELOR ·erime,RTS 'rv nf * The original title of Bachcl0r of Arts signified the first officially recognized stage of competence in the seven liberal a:rts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours Four Years One Year 40 10 Language and Literature .... , . 40 10 Mathematics and Science .. . 16 4 Lectures on the Liberal Arts .. 12 Laboratory ......... , ................... . 3 (J.1 actual time) 32 8 Seminars. . ....... . Total. "'Cf. Appendix B, pg. 71. .... ' ... 35 140 A more ~etailed analy~is 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 attemrts to ~a~ntain common standards under the rapidly changmg cond1.tlons of expansion in student bodies, in subject matters, and m methods of instruction. Throughout the ~ountry the_re are regional boards which inspect the colleges m each reg10n and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this r:gion .. T.hese Boa~ds cannot put a college on the approved hst until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, and few until the end of the war, 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 !rraduate work 0 which they wish to pursue. ~he gradua~e. and professional schools increasingly make their final declSlons on candidates on the basis of individual records and merits and ignore the bare minimum certification of t~e . ordinary degree. The rated B. A. is no guarantee of adm1ss10n to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommt:>ndations will always be our most effective communication with the academic and I?ractical worlds into which our students graduate; we deal with other institutions on the basis of a common �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE recogmt10n of the realities of the learning process and the exigencies of the war and revolution through which the worlrl 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 Federalist Papers and follow their 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 th~y 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 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 f~r, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a war~ing should g~ven tha.t the St. John's student is running the nsk that radical mnovat10n entails. The medical schools a:e subject to many ~ncreasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the larae nm~ber of applican.ts for admission. These pressures may for~e arbitrary cons1de:a~10n of candidates, and the literal application of rules of adm1ss10n. In view of this problematic situation, student~ :vho comet? St. John's with the intention of going on to med1cme 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 St. John's or at other institutions. In view of ti~ e o-reat scientific and social problems facing the medical profesdon may be wise to plan a year ~£ graduate work in mathem?'ir::s and physics between graduat10n and entrance into med~ca ...:hool. Medical schools are not asking for such additional prei. '.ration, but the 39 ?e it ~;~tak1!1:~~~L~v.~~E!9~.~a:~,.1£~at bey?11sl ~1~~ po~erpf . 1i};~;~r.. �40 CATALOGUE OF ST. JOHN"S COLLEGE I. 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: Jineid The Bible Epictetus: Moral Discourses Nicomachus: lntrod· gtion to Arithmetic Plutarch: Lives fl Tacitus: The History, The Annals Ptolemy: Mathe11i:::faal, Composition (Almagest) Lucian: True Hi'i1a, Galen: On the No iral Faculties Plotinus: Enneads 7 Augustine: Confessions, On Music, Concerning the Teacher Justinian: lnstiwtes Song of Roland Saga of Burnt Nfal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: ln 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 Organwn Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: 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 States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers 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 Yea:r Second Yea1 Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Liberal Arts Literature Plato Homer Aristotle Herodotus Lucretius Thucydides A:schylus Sophocles Euripides Aristophanes Plutarch Lucian Epictetus Tacitus Plotinus Cicero Augustine Virgil Bonaventure The Bible Thomas Aquinas Justinian Grosseteste Dante Calvin Saga of Burnt Njal Pico Song of Roland Chaucer Shakespeare Cen'antes Spinoza Milton Francis Bacon Rabelais Hobbes Racine Locke Grotius Berkeley Moliere Leibniz Erasmus Hume Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Malthus Bentham !lfarx Mill Flaubert James Ibsen Freud Dostoevski Poincare Tolstoi Hilbert Russell CATALOGUE OF ST. JOHN'S COLLEGE lifothematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes "' ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler .... E-< r< "< ::?: f-< u l"1 _, c:i:i ;::; "' t;1 .... E-< Galileo Harvey Newton Boyle Huygens Lavoisier Dalton u l"-1 ...; f,;!.l 0 f-' z " ..... '1 IZ 0 u u ~ z 0 [::: -< ::2 ... ,_, Cl) "' -< ...:i u ...; Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobacheveki 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1942-43 Clock-hours of Class-room Work Fourth Year Second Year Third Year First Year Assigned German Latin French Greek Exercises 20 hours 10 hours IO hours 40 hours Memorizing Grammar Grammar Grammar Grammar Paradigms 20 hours 20 hours 20 hours 10 hours Selections Goethe Baudelaire Virgil Euclid Hoelderlin Catullus Racine St. John Nietzsche Horace Plato 35 hours 20 hours 20 hours 5 hours Reading Bible Descartes Phaedrus St. John Double Texts Faust Latin-French Greek-Latin Greek-Latin Hegel 25 hours 50 hours 50 hours Translation and 50 hours Lessing Rousseau Virgil Plato Close Reading Schiller Social Aeneid IV Republic Contract 20 hours 20 hours 20 hours 20 hours Formal Logic Kant Boole Thomas Aristotle Treatises Hegel Laws of De Ente et Categories Thought Essentia Prior Analytics 30 hours 30 hours 30 hours Formal Logic 25 hours Kant Pascal Dante Selections Practice in Hegel Rousseau Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) LANGUAGE TUTORIALS DURING 1943-44 Clock-hours of Class-room Work Third Second First Year Year Year 45 1943-44-Continued Second Third Fourth Year Year Year 63 50' MATHEMATICS TUTORIALS DURING First Astronomy and Physics Year Astronomy ... 7 Mechanics and Hydrostatics. 9 Strength of Materials Heat Light. ' ' .. ' .......... . 50 20 25 CLOCK-HOURS OF LABORATORY WORK DURING 18 15 3 30 24 12 9 3 21 36 9 3 9 3 JS Chemistry General Inorganic Physical . Quahtative . Organic .. 33 33 6 45 12 227 1942-43 66 30 6 9 33 33 21 Total for four years of Laboratory in Physics and Astronomy ..... 54 21 279 60 15 15 27 3 9 3 !J Total for four years of Laboratory in Chemistry. Biology Anatomy and Physiology. Cellular Biology Heredity Embryolog}'. ........ ' Protozoo!ogy . 59 20 25 3 Total for four years of Physics in Mathematics Tutorials ....... . Physics and Astronomy Mechanical Drawing .. Astronomy. . ........ . Mechanics and Hydrostatics. Sound ... Heat Light. ... Electricity and Magnetism. Atomic Theory Total 120 15 Y!I 33 48 36 9 9 9 36 9 9 9 MATHEMATICS TUTORIALS DURING Mathematics Plane Geometry Solid Geometry Theory of Numbers .. Theory of Real Numbers. Trigonometry .... Analytic Geometry Calculus. Differential Equations Fourier Series Non-Euclidean Geometry Transfinite Numbers Projective Geometry 56 10 Fourth Year Total 68 12 8 4fl 30 30 17 g 25 19 l9 57 57 87 37 50 10 5 20 10 10 10 5 20 10 lO Total for four years of Mathematics in Mathematics Tutorials .. ;!l89 Total for four years of Laboratory in Biology. lH NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark: Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. �46 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. l\1 usic: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; W'ater-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conics as four-line loci 21. Music 12. Stereographic projection and star 22. Copernicus charts 23. Kepler 13. Stereographic projection and star 2·1. Prism colors and dispersion charts 25. Chromatic aberration of a lens 14. Astronomical sights 26. Geometrical characteristics of Ice15. Celestial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double refraction of polarized light 18. Gilbert's De Magnete 29. Speed of light 19. Music 30. Fluid pressure 20. Music The following is a list of laboratory exercises by years. 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 them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of several years' experience. Therefore, the following list is printed for its historical interest only. For laboratory work projected during 1947-48, the student should consult the Dean. FIRST YEAR l. OrthogTaphic projection 2. Orthographic projection 3. Trisection of an angle 4. Areas .5. Plane, right angle, :ruler 6. Weight 7. Light Zl. Circles and regular polygons 9. Ratios IO. Lenses 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR l. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 47 THIRD YEAR 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's 4. Strength of beams atomic theory 5. l'alling bodies 35. Vibrations 6. Projectiles 36. Gay-Lussac's law of combining vol7. Sheep heart umes, molecular weight, Avo8. Blood vessels of cat gadro's number 9. Matter: crystalline state 37. Pressure-temperature relations 10. Blood vessels of cat 38. Dalton's law of partial pressures; 11. Boyle·s law steam distillation, vapor tension, 12. Living heart in frog and turtle critical temperature 13. Matter: liquid and gaseous states 39. Diffusion and osmosis 14. Smaller blood vessels in living frog 40. Magnetic fields 15. Urogenital systems of male cat 41. Sodium chloride: the active metal 16. Water and its properties, distillasodium tion 42. Sodium chloride: the active non17. Dogfish shark and aquatic vertemetal chlorine brates 43. Standard units in chemical reac18. Surface tension tions. Chemical notation, equa19. Dogfish shark and aquatic verte· tions, formulae brates 44. Faraday's laws of electrolysis 20. Dogfish shark and aquatic verte· 45. Acids in aqueous solution: HCI brates 46. Atomic and equivalent weights. Re· 21. Electrostatics duction and oxidation, valence 22. Electrolysis of water, Faraday's laws 47. Potentiometer 23. Electrolysis of water, equivalent 48. Metallic hydroxides and salts in weight aqueous solution. Neutralization 24. Rigid body equilibrium 49. Electromagnetic induction 25. Conservation of mass; filtration, 50. Ionization reduction with charcoal 51. Young's interference of light 26. Compound pendulum 52. Mendeleyev's Table 27. Lavoisier on calcination and com· 53. Spectrometer bustion; oxygen 5-1. Colloidal state 28. Atwood's machine 55. Music 29. Chemical reactions 56. Music 30. Conservation of momentum 57. Music 31. Centripetal force 32. Hydrogen, acids, oxidation and reduction l. Power of the vacuum 2. Strength of beams 3. Strength of beams �CATALOGUE OF ST. JOHN·s COLLEGE RESIDENCE AND ACTIVITIES "FOUR TH YEAR I. 2. 3. 4. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium I 7. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal body 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pornage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cvclo-olefins, -paraffins 45. Fou;ier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music 33. 34. 35. 36. 37. 38. A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. 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 en joys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 19 39 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a num- ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. .50 * Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. 51 The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) t? review annually the activities of all student organizations and to grant charters to those organizations ,vhose activities are judged to be consistent with the aims of the College community, 5) to determine further, jointly with the College administration, the proper delegation of authority in the community. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathemati.cs Clubs in w~ich students and faculty pursue in greater detail problems raised by the seminar discussions of scientific ~hi~osophic~l, .and theological works. Other groups represen~ smular spec1ahzed pursuits in politics, law, medicine, language. ~he St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. ~he St .. John's Yearbo.ok is a student-edited yearly publicat10n which departs radically from the conventional year-book format. !n its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the readina of drama and poetry in general, as well as for the activiti~ of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Co- �-~-, I ' CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men 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 fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory 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 houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help 53 and support that other students can give him in his college life. TI:e College has four tem~orary ?uildings on the campus, pr.ov1ded by. th~ Federal. Pubh: Housmg Authority, which con~am twelve family dwellmg unit.s. These units were provided in an ~~ort to take care of marned veteran students and their fanuhes. They are all occupied for the coming academic session. Dormitories All stud~nt~ not living at home are required to live in the College bmldmgs and to take their meals in the Colleg n· · Hall. e mmg . Eac~ dormi.tory room is provided with the necessary furniture, mcludmg a smgle bed with mattress, pillow, pillow cover and b~dspread, a chest of drawers, book shelves, Venetian blinds or wmdow shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should :onsult ~is prospective roommate, if any, and his own good taste m P.lannmg room decoration. Freshmen are frequently assigned to smgle occupancy rooms. Old students s~ould apply for rooms before they leave for the summer vacat10n. Application blanks may be obtained from t~e Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New ~tudents ha~e rooms assigned to them tentatively from the ~s.SIStant Dean s office as soon as their applications for adm1ss10n have been accepted. Rooms in dormitories may not be occupied durincr vacations except by special permission. The dormitories will b0e open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshi:ien from. noon of the day before registration day. For defimte dates m. 1947-48 see the College Calendar. The College maintains the care of the dormitories. There are stu~ent dormitory managers whose duty it is to report com~ plamts, to see that the dormitories are kept in order and to enforce the following regulations concerning break~ge and damage to College property: �54 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to th~ occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. . Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged '!gainst this deposit according to ~e student's share of responsibility for the damage. The d~pos1t must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdraw~! ~r 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 occup_ants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall . . The Dining Hall is maint~ined by ~he ~a~ager of the Dmmg Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reas~:mabl~ cost. The Dining Hall is closed when the College is not m sess10z:, except for single holidays; it will open for supper oi:i the da! JUSt preceding the beginning of each term; and dmner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is ma~z:tained at ~e College. It is in the charge of the College Physician, two tramed nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £I:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirma:y staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported prom~tly b~ the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirement's were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the w<1.r effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. Requirements A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program in terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two 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. The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or 11. 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 teachet 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 Col'lege work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 amination 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 Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure I. 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 c~l~e.ge graduate who will be willing to accept the respons1b1hty for administering the examinations to you. We pay such persons th,e sum of five dollars which you pay us as ex- Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the d.ecision of a student to apply for entrance before finishing his high school course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education and the Veterans Administration for the training of Veterans of World War II who are eligible to receive educational benefits under Public Law 346 (the Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and �58 CATALOGUE OF ST. JOHN'S COLLEGE Public Law 16 (the Vocational R~~abili~ation Act). Under Public Law 346, the Veterans Admm1strat10n pays _t~ the College $500.00 for an academic session towards the tmtlon fee ?f the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans an_d $90.00 per month for those with dependent~. l!1:1de: Public Law 16, veterans who qualify by reason of d1s_ab1h~y mcur~e~ in service are provided tuition fees and supph~s 1~ith_ a m1mmum subsistence of $105.00 per month, hosp1tahzatlon, and additional allowances for dependents. ·. · h Veterans who contemplate reg1stermg at St. Jo. n ' s Colleo-e o are urged to file their app~ications ~nder Public L_aw 346 accompanied by certified copies of service rec_ord and discharge with their local Veterans Administration Reg10nal Office before coming to College, so that their programs may be approved and benefits begin as of the day they_ register at _tl~e . C:ollege. The Regional Office will issue a Certificate of Ehg1b1hty and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollmenL If the veteran cannot make application to the Veterans Administration Regional Office before arrival he may apply at the College on a form supplied by the Treasurer:s Office whe~ he registers. This application m1:st be accompamed by a certified copy of service record and discharge. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. 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. Rising costs of operation for the College have prevented it from realizing this aim or principle. In order to meet in part these rising costs, St. John's College has established the fee for tuition and residence at $1, 100 for all students enrolling in the College in the fall of 194 7 or thereafter. The College still relies upon other sources of income, principally support by private individuals, and by th\e public through State Appropriations for four purposes: dosing the gap between operating expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. 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 $50 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 1947, the fixed annual fees for all students for each year are as follows: Tuition . Residence ............ .......... Total ... .$650.00 450.00 ... $1,100.00 59 �60 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in S~pte~ber or if preferred, in three installments: one-half on reg1strat~on, o~e-fourth on January 5, and the remaining fourth on ~pnl 5. On registering, the student must procure a T_reasurer s Ca_rd showing that fees have been paid or that smtable ~nanoal · arrangements have b een ma d e, in ord er to be admitted to . classes, dormitories, the dining hall, the library, gymnasmm or infirmary. Payment of Bills Bills for College fees are presented directly ~o the student, and the student assumes responsibility for their payment on the dates due. 61 Deferred Payment of Fees There is available to those students, veterans and nonveterans, and their parents who are unable to meet the College fees in accordance 1vith the regular schedule a deferred tuition plan, which provides for payment in equal in~tallments 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. Payment of Fees by Veteran Students Refunds on Fees If a student has paid any installment on his fees beyond _the dates on which installments are due (September reg1strat10n, January 5, April 5, and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. . The College is not in business and does not regard itself as sellino- instruction or food or lodging to students. Its fees can best be understood by the student if he regards t~em as membership dues. These dues help the College to prov1d~, not only instruction, food, and lodging, but also proper ~e?1cal_ supervision, athletic facilities, and whatever othe: cond1t10n~ it finds best adapted to forward the common learmng enterpnse. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory ~reak­ age and damage to College proper~y. The ~mount of ~lus deposit must be maintained ~t a~l times durmg the session. A refund check for this deposit will be sent to the s_tudent upon . nnd ~f '"'~" ._....._w.;;~......, requeSl af•e-' ·he ...;_, , v o..Ai:. J ~<>~eion or after withdrawal or l Ll graduation from College. Except for the caut10n money deposit, which is refundable after the close of the college year, the College has no extra fees. .i CATALOGUE OF ST. JOHN'S COLLEGE - • For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedule of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the College will be slightly in excess of his subsistence payments since his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide with his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �62 CATALOGUE OF ST. JOHN'S COLLEGE over $500.00 or $150.00, by surrendering entitlement at the rate of one day for each $2.10 of such excess costs. Such an election by the veteran would mean that his period of entitlement would be reduced by approximately 71 days for one academic session. The veteran may also elect to have the Veterans Administration pay for books and supplies for each year up to a total charge of $50.00 under the same plan. A form to take advantage of this plan is available at the Treasurer's Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest, Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the •Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curta.il their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 63 �CATALOGUE 01' ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, dearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. 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 ahe_ady at the College, for the remainder of his course to graduat10n, In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2, Candid3',tes ~hould mpply to thefr 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. CATALOGUE OF ST. JOHN'S COLLEGE 65 Schofar,ships Awarded by the College THE PHILIP A. MYERS, H, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income fram the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �66 CATALOGUE OF ST. JOHN'S COLLEGE canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421East6lst Street, New York City. Scholarships at Other Institutions for St. John's Students APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or pro- 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. fessional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 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. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 67 �CATALOGUE 01'' ST. JOHN'S COLLEGE 68 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. 1785 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 civ_il ~nd religious, with usefulness and reputation, and such mstltutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of y~uth 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 civi_l _test, or wi~out their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca• and others. 69 James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton • Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. ANNAPOLIS, April 17, 1791. • Signer of the Declaration of Independence • Signers of the Declaration of Independence. GEOltGE WASHINGTON �--------------70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George 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 Second l'ear Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English Second Year Greek Xenophon Plato Euripides Lucian Latin 19th Century Literature Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1 hird Year Greek Plato iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods 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 Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 72 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the 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: I. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 73 Preamble Degrees Ways & 1'1eans Enab~ing examinations �74 Petition Disser· tation (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 the 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 (1) 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 75 year, the student may request more time to prepare and subm"t h" disser.ta~ion for the apprthoval of the faculty. He may even re~ue~: 11 perm~ss10n to retur_n to e co .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: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. Disser- tation (particu· Iar) Examining Board 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 Social 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. Witl;t the former, distinctions I /I I I I ii ti ii �CATALOGUE OF ST. JOHN'S COLLEGE 76 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 Sonorneter Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain 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 PROGRAMS. SERIES ll, NO. J From Station WFBR in Baltimore, Nov. 20, 19J8 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 dose 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 :::oaches from criticism if they lost games by refusing to hire athletes. l was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics 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 athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are 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 undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism 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, these 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 of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities ~ good country club offers. Every game we now play we shall contmue to play, except that the six-man football we started this year will replace the standard game. In addition we want to exRand water sport~, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College b~t that they b: well played. A tutor with wide athletic experience will be placed m 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 Iegiti1?ate use to whic? athletic scholarships have been put by an American college. I thmk you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. . Soo?er ~r later, I ~ope soon~r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble~s 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. 79 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. IIARR, STRINGFELLow: The A.rt 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, !944. -----: 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-U, 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. -----: 81 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's Part I "Educati"on · R ' • in etreat " and Part II, "The 'Great Books' and Progressive Teaching" The N May 27 and June 3, 1944. ' ew eader, L 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 A · 1 November, 1944. Edited by Alonzo Myers. ppraisa' LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMA.NN, WALTER: Crisis and Reform in Education, The New York Herald Tnbune, February 15, 1943. -----: The St. John's Program, The New York Herald Tribune December 27, 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 Woman, 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. Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Reco:rd, Baltimore, Md., March 23, 1938. 80 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Edi:cation, Simon & Schust_e~, 1940. A book expounding the techniques by which adult groups or md1v1duals can come to terms with the great books. �CATALOGUE OF ST. JOHN'S COLLEGE 82 AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with. forewords by John Erskine and Everett Dean Martin. One of the book. lists out of which the St. John's program grew, this pamphl~t co~tams valuable secondary bibliographical material. It was first published m 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 194!1. MEIKLEJOHN, ALEXANDER: Education betU/een Two Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt 8c Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1946-47 FOURTH YEAR-CLASS OF 1947 Irving Victor Abb ............................ Frederick Stephen Gordon Benedict. .................... Scarborough, New y ork Stephen Windsor Bergen ...................... St. Albans, New York Nicholas Daniel Bonadies ..................... Winsted, Connecticut Robert F. G. Bunting ................. , ....... Baltimore Tristram Joseph Campbell, Jr.................. Old Orchard Beach, Maine John Scott Desjardins ........................ Scarsdale, New York Julian Abbott Dorf. .......................... Chestertown William Paul Elliott ......................... Aurora, Illinois Theodor~ David Ernst. ....................... Cordova Edward Maurice Godschalk ................... Montclair, New Jersey Allen Abbey Goldstein ....................... Baltimore John Gormly ................................. Sewickley, Pennsylvania Carl Schlee Hammen ......................... Linkwood William Edwin Harris ........................ Saginaw, Michigan Joseph Francis Hollywood, Jr. ................. New York, New York Richard Eagleston Jameson ................... Fallston Joseph Ignatius Killorin, Jr................... Savannah, Georgi.a Casimir T. Krol. ............................. Chicago, Illinois Henry Resolved Mack ........................ Dover, Delaware John Mathew Morgan ........................ Toledo, Ohio Robert Wilson Mueller ....................... Milwaukee, Wisconsin Charles Arthur Nelson ........................ Berwyn, Illinois John Newton Lindsay Opie ................... Alexandria, Virginia Rowell Anton von Magi us Schleicher .......... Forest Hills, New York .James Willard Sharp ......................... Freeland, Pennsylvania Haven Ely Simmons .......................... Cedar Rapids, Iowa William Gideon Spohn, Jr..................... Baltimore Herbert Willard Stern ........................ Philadelphia, Pennsylvania 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 Henry Theodore Wensel, Jr. ................. Chevy Chase Andrew Shreffler Witwer, Jr. .................. Joliet, Illinois Warren Seymour Zeik ......................... Bayonne, New Jersey THIRD YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury ............................. Annapolis Earl Secord Bauder, Jr........................ Lancaster, Pennsylvania Samuel Bancroft Bird, Jr. .................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Annapolis William Chester Buchanan, Jr................ East Lansing, Michigan Ray Charles Cave ............................ Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Peter Clogher ................................ Englewood, New J er_sey Robert Mitchell Courtright. ................... Sumter, South Caroh~a Robert Orval Davis .......................... Scottdale, Pennsylvama Vernon E. Derr. ............................. Baltimore David Dobreer ............................... Los Angeles, California Alan Eckhart. ............................... Winnetka, Illinois Donald Semadeni Elliott. ..................... Lutherville Henry Raymond Freeman, III. ................ Sewickley, Pennsylvania Alvin Fross .................................. Bayonne, New Jersey Clarence Westcott Gallup, Jr. ................. Englewood, New Jersey John Parker Gilbert .......................... Vineyard. Haven, Massachusetts William Michael Goldsmith ................... Forest }Iills, New York Bernet George Hammel. ...................... Orange, New Jersey Earl Judson Hendrickson ...................... Baltimore Chester Peter Hewitt .......................... Woodmere, New York David Abbey Hooker ......................... Tucson, Arizona Christian Arneson Hovde ..................... New York, New York H. B. Gerald Hoxby .......................... Mariemont, Ohio Donald Stanley Kaplan ........................ Groton, Conecticut Michael Christopher Keane ................... Brooklyn, New York Arthur David Kelso, Jr. ...................... Linthicum Heights . Lawrence Leslie Levin ....................... West Hartford, Connecticut David Barrington Lowdenslager ............... Baltimore John Duncan Mack .......................... New Yor~, New York Charles Ferris Maikoffske ..................... Pleasantville, New York Alan Schutz Maremont. ...................... Chicago, Illinois Jack Lancaster Mason ........................ Harve de Grace Richard Lewis Matteson ...................... Frostburg Clarence Robert Morris, Jr................... Austin, Texas Oswald Nagler .............................. Perry Point Jules Olympio Pagano ........................ New York, N~w :ork Morris Albert Parslow ........................ Muskegon, Michigan Milton Perlman ............................. Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik ....................... New York,_New York "\Villiam Westerman Simmons ................ Cedar Rapids, Iowa John Calvin Smedley ........................ Annapolis . . Langford Wheaton Smith, Jr. ................. Berkeley'. Cahforma William Kyle Smith, Jr...................... Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. ..................... Indianapolis, Indiana Robert Treat Thompson ..................... Oakland, California . Gene Perkins Thornton ...................... Greensboro, North Carolma George Robert Trimble, Jr.................... North East George Montgomery Vansant. ................ Hyattsville James Rodney Whetstone ..................... Denver, Colorado Robert Charles Wilson ...................... New York, New York Charles Crittendon Baldwin, Jr ................ Flushing, New York Teddy Franklyn Betts ........................ Newport News, Virginia Aaron M. Bisberg ............................ Annapolis Eugene Bokras .............................. Peekskill, New York Daniel Brockhuizen .......................... Saddle River, New Jersey Jonathan Erskine Brooks ..................... Rocky River, Ohio Peter F. Buri ................................ Eau Claire, Wisconsin Robert Whitehouse Burnet. ................. New Rochelle, New York Philip Albert Camponeschi ................... Baltimore Jerome Herbert Cantor ....................... Boston, Massachusetts George Warton Carden ....................... Upper Marlboro James Watson Conrad ............ ." ........... Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr..................... Michigan City, Indiana George Howell Daffer ........................ Arlington, Virginia Edward Francis Daley, Jr...................... Bridgeport, Connecticut Peter John Davies ........................... New York, New York Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing ............................ Wellesley, Massachusetts Rudolph C. Ellsworth, II ..................... Chicago, Illinois Charles Thomas Eunick, Jr.................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ............................ Bowling Green, Kentucky John Anthony Franken ....................... New York, New York Paul Albert Frasca ........................... Flushing, New York Alan Lawrence Gargle ........................ Brooklyn, New York Donald Claude Gooch ........................ Abbeville, Louisiana Richard Scott Harris ......................... Saginaw, Michigan John P. Hayden .............................. Chevy Chase E. Bennette Henson, Jr. ...................... Charleston, West Virginia William Crawford Hill ....................... Pueblo, Colorado Allan Paul Hoffman ......................... Lawrence, New York Harold J. Hyden ............................ Tulsa, Oklahoma Chester Arthur Johnson ...................... Wellesley, Massachusetts Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Percival Cleveland Keith, Jr ................... Peapack, New Jersey Wayne Sefton Kerwood ........ ·'· ............. Fairfax, Virginia Jack Konigsberg ............................. Brooklyn, New York Clarence J. Kramer ........................... Muskegon, Michigan Ian Campbell Lea ........................... Lake Bluff, Illinois William Reynolds Lieb .................. , .... Rancho Santa Fe, California John James Lobell ........................... Baltimore Thomas Delmar Lyne ....................... New York, New York Vincen.t Wood McKay ........................ Montgomery, West Virginia Gordon E. McNamee ......................... Kensington Peter Kirkham MacNaughton ................. El Paso, Texas John Richard Maguire ....................... New Rochelle, New York Ellis Wooster Manning, Jr.................... Brinklow Robert Irwin Marshall ....................... Chicago, Illinois Edward Hector Mongeau ..................... Fall River, Massachusetts Joseph Parker Morray ........................ Chicago, Illinois Alexander Beauregard Morse .................. Washington, District of Columbia Reinardo Patrick Louis Moure ................ LaPlata David Burke Rea ............................. Three Rivers, Michigan 84 SECOND YEAR-CLASS OF 1949 Clarence Alfred Anderson, II ................. Randolph, New York Robert Lord Arner. .......................... Washington, District of Columbia Robert John Austin .......................... Antwerp, New York Herbert Joseph Baer, Jr. ..................... Hamburg, New York 85 �86 CATALOGUE OF ST. JOHN'S COLLEGE Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke ......................... Los Angeles, California James Pedro Salinas. . . . . . . ................ Baltimore Bradley Johnson Saunders, Jr. ................ Kansas City, Missouri Allen Polk Schoolfield, Jr.. . ............ Pocomoke City Lawrence Holt Sherman. . .............. Garden City, New York Bruce Harris Sinkey... . . ............. Maplewood, New Jersey Lionel Spencer Starer..... . ............... Utica, New York Eric Albert Teel. . ................ Lansing, Michigan John Henry Thomas .......................... Racine, Wisconsin Richard Van der Voort ...................... Pittsburgh, Pennsylvania .John Campbell Wakefield ..................... Washington, District of Columbia John Calvin ·wallace ......................... Chevy Chase Guy Oliver Walser, Jr ........................ Sayville, New York David Baer Weinstein............ . ...... Brooklyn, New York Terry Hutchison Wells. . . . . . . . . . . . . Evanston, Illinois John Scott Woodward. . . . . . . . . . . . . . ... Coldwater, Michigan Richard Weston Young ....................... Winter Hill, Massachusetts FIRST YEAR-CLASS OF 1950 Joseph Mayer Ablow. . .... Salem, Massachusetts James William Archer ....................... Frametown, West Virginia Ernest Lynn Bartle ........................... Hagerstown Frederick James Beardsley .................... Baltimore Leod Daw Becker, Jr. ........................ Milford, New Jersey Donald Lewis Breen. . . . . . . . . Baltimore Alan Burruss Brinkley. . .. Lynchburg, Virginia Philip Sheridan Burns. . Lo~ Angele~, California . Jack Carr .. Philadelphia, Pennsylvania George Barton Case. . . .. Cumberland John Lewis Caswell, Jr.. . ................. Kensington .John Summerfield Clark. . . .................. Baconton, Georgia Milton Stearns Clifton ........................ Bellingham, Washington Bernard Smith Clorety. . ... Los Angeles, California George Harris Collingwood, Jr.. . . V\Tashington, District of Columbia Richard Tower Congdon. .Auburn, New York Joseph ·william Cooper.. . ...... New York, New York Patrick Darrell Davi£. . ...... Washington, District of Columbia Richard Holmes Davis ....................... Chicago, Illinois ·wmiarn Curwen Davis. . . ................. Scranton, Pennsylvania Edmond Everett DiTullio. . ................ Little Neck, New York Matson Glenn Ewell.. . ............... Rochester, New York Herbert Selig Feinberg. . ............... Edgewood, Pennsylvania Edward Fershau .. Brooklyn, New York V\/. Bernard Fleischmann. . .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . . Bellevue, Kentucky John Robinson Garland.. . .. Maplewood, New Jersey Charl-es Francis Gentile .. . Barrington, Ne'v Jersey Robert Lawrence Goldberg. . ............... Chicago, Illinois Robert Allen Goldwin. . . . ....... Miami Beach, Florida Theodore ·william Hendricks, Jr ............... Baltimore Ralph Jefferson Herrod... . ......... Chicago, Illinois CATALOGUE OF ST. JOHN'S COLLEGE 87 Henry Booth Higman ........................ Millington Robert Stanley Hodnefield .................... Hermosa Beach, California George Hofrichter ........................... Suffern, New York Irwin Thomas Hunt. ........................ New York, New York Robert Norikiyo Ikari ........................ Honolulu, Territory of Hawaii Michael Max Jackson ......................... Carmel, California Harry Herman Kaste ......................... Newaygo, Michigan Carroll Montgomery Keith .................... Baltimore Francis William Kelso ........................ Linthicum David Henry Kuh ............................ Winnetka, Illinois Jerome Gabriel Lansner ...................... New York, New York Donald Luis Leavin .......................... New York, New York Charles David Lewis, Jr...................... -New York, New York Charles Ranlet Lincoln ....................... Alexandria, Virginia John J. Logue .............................. Philadelphia, Pennsylvania Paul David Malchenson ....................... Hagerstown Burnside Eastman Martin ..................... Northampton, Massachusetts Thomas John Meyers ......................... Bridgeton, New Jersey George Bertram Miller, Jr .................... Watertown, New York Michel Mok, II. . ........................ New York, New York Chester Gilbert Moore, Jr. .................... Chicago, Illinois Benjamin Moskowitz ........................ Bayonne, New Jersey .Joseph Louis Nadler ......................... Brooklyn, New York James Herbert Riggs, Jr ...................... Omaha, Nebraska Edward Joseph Roethel. ..................... Brooklyn, New York John William Sanborn ....................... Everett, Massachusetts Frederick Ernest Schuchman, Jr ............... Pittsburgh, Pennsylvania Earl Broadus Short, Jr. ....................... Petersburg, Virginia Thomas King Simpson. . . . . . . . . . . . ....... Glens Falls, New York John Marquis Smith .......................... Cherryvale, Kansas Philip Hartley Smith ........................ Woodstock, Ohio Robert Norman Sperber ...................... New York, New York John Sterrett . . . . . . . . . . . . . . . . . . . . . . ... Topeka, Kansas David Corbin Streett, H. . . . . . . . . . . . . . . ... Baltimore Tylden Westcott Streett ....................... Baltimore Robert Drake Taylor ......................... Grosse Ile, Michigan George Henry Thanhardt. . . . . . . . . ......... LaPorte, Indiana Robert Alfred Thomas. . ........ Littleton, Colorado George Edward Thornton. . . . . . .... Holyoke, Massachusetts Ralph Edward Tompkins. .......... . Annapolis Robert Theodore Townsend. . Billings, Montana George Usdansky .. Springdale, Massachusetts Larry Kalman Volin. . ................ Washington, District of Columbia Joseph Seeds Warhurst...... . . . . . . . . . . . . . . Lyndhurst, New Jersey Peter Anthony Whipple. . . . . . . . . . . . . . . . . . . . Catonsville Irwin Herman Widder ....................... New York, New York John Letcher Williams ....................... Sacramento, California Graham DeVoue Williford .................... Fairfield, Texas Myron Lee Wolbarsht ........................ Baltimore William Orem Wollin ........................ Los Gatos, California Edward John York... . ............... Shaker Heights, Ohio Marvin Zetterbaum ...................... New York, New York �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CLASS OF 1947 SUMMARY OF ENROLLMENT ............... Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year ................ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Second Year ............... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......................... First Year ................................. Total in College ................ ······ - · · · · · · · · · · · · · · · · · · · 36 56 76 85 ... 253 DEGREES CONFERRED JUNE 9, 1947 Rite Stephen Gordon Benedict. . Scarborough, New York Tristram Joseph Campbell, Jr.. . . . .Old Orchard Beach, Maine William Paul Elliott. . . . . . . . . . . . . .......... Aurora, Illinois Allen Abbey Goldstein. . . . . . . . . . . . . . . . . . . . Baltimore Richard Eagleston Jameson. . ..............Fallston Rowell Anton von Magi us Schleicher ......... Forest Hills, New York Robert Russell Weiss. . . . ............. Federalsburg BACHELOR OF ARTS AS OF THE CLASS OF 1943 William Edwin Harris. John Van Doren ... Rite Monte Ferris Bourjaily, Jr.. . ..........Washington, District of Columbia Richmond, Massachusetts Douglas Buchanan. . . . . . . .... ·.·. ·. ·. ·. ·. ·.'.'_'_".·.'_"..Philadelphia, Pennsylvania Herbert \Villard Stern ..... John Weber, Jr.. John Scott Desjardins. AS OF THE CLASS OF 1944 Rite Nicholas Daniel Bonadies................ . Winsted, Connecticut Robert Frederic Garland Bunting ............. Baltimore Edward Maurice Godschalk .................. Montclair, New Jersey Carl Schlee Hammen. . . . . . ..... - ..... Linkwood Cum Laude Casimir Thaddeus Krol. . . .Chicago, Illinois Haven Ely Simmons......... . ............. Cedar Rapids, Iowa William Gideon Spohn, Jr.. . . .Baltimore Andrew Shreffler Witwer, Jr.. . . . . . . . . . . . . . . . Joliet, Illinois .. Bayonne, New Jersey Warren Seymour Zeik . Magna Cum Laude Joseph Francis Hollywood, Jr. ................ New York, New York AS OF THE CLASS OF 1945 Rite Dover, Delaware Cum Laude Stephen Windsor Bergen .......... - . - . · .. · · · · .St. Albans, New York Charles Arthur Nelson ........... - .... - .. - . ··.Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ..... _.. Philadelphia, Pennsylvania _.. _......Freeland, Pennsylvania Harry Charles Rockey. James Willard Sharp .. Cum Laude .... New York, New York Charles Lincoln Van Doren. Magna Cum Laude . .... Chevy Chase Henry Theodore Wensel, Jr.. Cum Laude . .. Saginaw, Michigan . ... New York, New York Magna Cum Laude . ... Scarsdale, New York AS OF 1944 Cum Laude _.......................Cleveland, Ohio Henry Resolved Mack ..... 89 Cum Laude Joseph Charles Smith. . Washington, District of Columbia HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. .............. . ... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge \Valter L Dawkins .. Tristram Joseph Campbell, Jr. Charles Arthur Nelson Honorable Mention. · · · \'I arren Seymour Zeik 1 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00". Honorable Mention. . .. Clarence Jay Kramer __ .......... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . ........ ·william Chester Buchanan, Jr. To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ..... William Gideon Spohn, Jr. prize of $10.00. . . . . . . . . *For the year 1945-46 .... . ... William Chester Buchanan, Jr. �CATALOGUE OF ST. JOHN"S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . 36 Academic standing ........... 36ff, 35f Activities . . . . . . .............. 49ff Athletics . . . . . . 50, 77ff Clubs ......................... 5lf Dramatics ...................... 51 Music ................... 24, 46£, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements ................ 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing ............. 57 Aid, student . 63ff Applications ...... 56 Admission . . . . . . . 63ff Student Aid . 53 Rooms ......... . .64ff Scholarships St. John's 1835 . 70 St. John's 1868. . . . . . 71 St. John's 1886-1923, block elective 72 St. Joh n's 1923-37, open elective 72 Degree Requirements . 36f, 73ff Dining Hall ........ 54 Discipline ....... 36, 53 "Don Rags" .................. 3lf, 35 Dramatics. 51 Elective Program . 16f, 72 Engineering Scholarships at Johns Hopkins .66 English, admission requirements. 55f Enrollment . . . . . . 83ff .88 Summary ..... 56f Entrance Examinations ........... 32 Essays Examinations Entrance ..... Oral Written ...... . Annual .......... . State Scholarship Excuses, for absence ... 56f 3lf, 74£ .... 32. 73E 32 ..... 64 .. 36 Articles, magazine, on St. John's .. 80f Athletics . 50, 77ff Attendance Church . . . . . . . . . . . . . ... 67 Classes . . . . ................... 36 .59ff College exercises . . . . . . . . . . . . . . . 36 Expenses Bible class . . . . . 51 Faculty . . . . . . . . . 9ff Board of Visitors and Governors .. 6, 7 List .... Author teachers ............ 18, 33 Boat Club ...................... 50 ........ 9ff Tutors .. Books, list of great ............... l8ff .33ff Research Chronological . . . . . . . . . . . . . . 40f By years . . . . . . . . . . . . . . . . . .... 42 Fees .59 College finances . ... 43 By subject matters... .. 59 Calendar, College .......... .4, 5, 30ff Examination .. 59f Campus . .52f Annual .59f Caution Money . . .54f, 60 Tuition .. 59f Charges, fixed . 60 Residence .. 60 Charter of College. . . . . . . . .... 67 Payments .61 Deferred payment ..... Of King William's School. . .. 66 .. 54f, 60 Classics, new definition of. ... 18ff, 20ff Caution money .. 63 Clubs, College . . . . . . . . . . . . . . . 5lf With financial aid. College Calendar ......... 4, 5, 30ff Foreign Language Collegian . . . . . 51 Admission requirements . . . . .2, 55f See Greek, Latin, French, German Credits .. 36 French ................... 25£, 44, 55f Semester hours For entrance to graduate Freshmen, list of. . . . . . . . . 86 37f, 73 schools German. . .......... 25f, 44, 55f . . . . . . . 57 Transfer of G.I. Bill of Rights. . . . . 57, 6H Curriculum Grades ........................ 3lf 16f Elective system 90 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . ... 37ff Greek .... . 25f, 44, 55f History Of College ... 67ff 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. . . . . . . . . . . . . ...... 83 King William's School. . . . . 67f Labpratory . . . . . . . . 30 Exercises. •16ff Total Hours 45 Subject Matter 45f Language, reasons for instruction in. 25f Requirements . . . . . . 35, 44, 73ff Tutorials . . . . .25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature.............. . ..... 42£ Latin ........... . 25f, 44, 55f Latin Club . . 51 Law School Preparation. . .... 38ff Lectures, formal . . . . . . .. 28f Liberal Arts a.nd Sciences .. l4ff, l 7f, 21 List of Great Books, Classics. 40ff List of Laboratory Exercises. 46ff List of Lectures .... 29 List of Students ......... 83ff Literature, Language and. 42f Location of College. . . . . . 52 Marine Biology ..... 66 Marks .......................... 35f Mathematics, reasons for instruction in ................ 26f Admission requirements ....... 55£ Requirements ..... 36, 73f Tu to rials .. 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club..... . ................ 51 Medical Schools, preparation ...... 38f Music ..................... 24, 46f, 50 Concerts . . . . . . . . . . . . . . . . . . 50 Natural Science ............... 43, 45£ Occupancy of Dormitory Rooms. . 52£ Officers of Administration. 8 Philosophy. . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . 43 Preparation For admission 55£ 91 For graduate schools. . ... 37f, 731' For life 14ff President ..... 13, 69ff Former 8 Present Emeritus ................. . 13 .. 35 Probation 56f Procedure for Admission .. . .. 36, 73ff Promotion ... Reading Parties 32 Registration ....... 4, 5, 56f Regulations Admission. 55f Academic Standing 35ff Attendance .. 36 Degree Requirements .... 36f, 73ff Residence ........... . 52ff Religion Non-denominational .. 671: Reports .............. . 3lf Requirements Admission . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree . 36f, 73ff Graduation . . .... 36, 73ff Languages, for degree ... 36f, 44, 73ff Languages, for admission ....... 55f Mathematics, for degree 36f, 4±£, 73f Mathematics, for admission. . . . . . 55 Familiarity with Great Books .... 73£ Residence. . . . . . . . . . . 52ff Research 35 Residence. 52ff Rooms... 52ff For new students. . . . . . 53 For old students. . . . . . . . . . . 53 Furnishing . . . . . . 52£ Occupancy. . . . . 52f Caution money .. 54, 60 Schedules Weekly ... 30f Student, typical ...... 32 Term . . . . . . . . . . . . . . . . , .4, 5, 3H Years ................. .4, 5, 3H Payment of fees .59f Scholarships ..... 63ff .. 63f College State .............. 64 Patriotic Societies ............ 65f 77 Athletic .. At other institutions. .66 Science In modern world........... 2lf In St. John's Program ... 2H, 30, 45ff �92 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory ..... 2lf, 30, 45ff, 73ff Liberal . . . . . . . . . . . . . . . . . . . . . . . 2lf Classics in science .............. .42f Semester-Hour Credits Equivalent ..................... 36 Seminars .... 24, 27f, 74 Seniors, list of .................... 83 Social Sciences ................. 22, 43 Sophomores, list of. .............. 84ff Staff, administration . . . . . . . . . . . . 8 Faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff Medical. ....................... 54 Standing, academic . . . . . . . . . . . . . . 35£ Student Activities . . . . . . . . . . . . . . 49ff Athletics . . . . . . . . . . . . . . . . . . . . . . 50 Elective ...................... 49ff Music ......................... 50 Clubs ........................ !Hf Publications. . . . . . . . . . . . . . . . . . . . 5 l Dramatics ..................... 51 Student Aid ..................... 63ff Students List of . . . . . . . . . . . . . . . . . .83ff Theological Schools, preparation. . . 38 Transfer of credits ........... 38f, 57 Tuition Fee ..................... 59f Tutorials . . . . . . . . . . . . . . . . . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . . . . . . . . . . . 25f Vacations ................. .4, 5, 30ff Veterans' Educational Benefits .. 57, 6lf Year Book ....................... !il � ST. JOHNjS COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM CATALOGUE 1946-1947 CALENDAR 1947-1948 ANNAPOLIS, MARYLAND JULY, 1947 Founded ;is King William's School, 1696 Chartered as St. John's College, 1785 �TABLE OF CONTENTS PAGE COLLEGE CALENDAR .BOARD OF VISITORS A~; G~~~~~~ ................... . OFFICERS OF ADMINISTRATION ................... . FACULTY . . . . . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : . . . . . . . . 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: 1. 2. A four-year, all-required course containing no electives and leading to the degree of Bachelor of Arts; Aimed at initiating in the student skills of learning in language, mathematics, and abstract thinking that are necessary in anything he may choose to do the rest of his life; 3. Available to applicants who are able and willing to undertake the responsibility of a substantial program in the Liberal Arts. See section on Admissions. St. John's College has no graduate or professional schools. On College Catalogues ......................... Why a College Education Should be Liberal The Crisis in Liberal Education. . . ....... The Liberal Arts . . ............ The Classics as. T~~~he·r~ ........................ Science and the Modern W~~id The Curriculum ............ . The Tutorial~ ....................... . . . . . .................. . ................... The Language Tutorial ............ : : : : : : : : : : The Mathematics Tutorial . .................. . The Seminar . 4 6 8 9 14 14 16 17 18 21 22 24 25 26 ........................ . 27 28 The Laboratory ... : : : : : : : : : : : : : : : : : : : : : : : : : The Schedule ................................. . The Faculty .............................. . Academic Standing .................. . The Degree of Bachelor of Arts ' ........ . A List of Great Books .................. . 30 30 The Formal L~c~~~~ : :: : : : : :: : : :: :: :..... . In Chronological. O~d~~ By Years . . . . . . . . . . ........................ . .... . By Subject Matter ......................... . Instructional Charts Laboratory Exerci~~s. : : : : : : : : : : : : : : : : : : : .... . RESIDENCE AND ACTIVITIES .... . How TO APPLY FOR ADM~S~~~~: . . . . . . . . . . . . . . . . . . . . . . FEES . . . . . .................... . ..................................... . APPENDIX A, HI~~~~~.~; ·;~~ ·C~~~~~~ ................ . APPENDIX B, THE DEGREE OF BACHELO~· ~~·A~~~: : : : : : : : FINANCIAL. A~~ 32 35 36 40 40 42 43 44 46 49 55 59 63 67 73 p~~~~-~:::::: 77 80 REGISTER OF STUDENTS 83 INDEX . . . . . . . . . . . . . . : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 90 APPENDIX C, INTERCOLLEGIATE ATHLETICS. BIBLIOGRAPHY OF ARTICLES ON ST. JOHN'S 3 \ �COLLEGE CALENDAR 1946-4 7 Annual Examinations COLLEGE CALENDAR 1947-48 .. September 19-21 Annual Examinations ..................... September 16-20 Registration . September 21 Convocation . September 22 Registration ............................. September 19-20 Convocation ............................... September 21 First Term begins. ....................... September 23 First Term begins 9 A.M .................... : . September 22 First Term ends 12 noon. .................. December 20 First Term ends 5 P.M ........................ December 19 Second Term begins 9 A.M ...................... January 6 Second Term ends 12 noon .............. . ...... March 21 Third Term begins 9 A.M .............. . .... April 7 Third Term ends 12 noon .......................... June 6 Second Term begins 9 A.M ....................... January 5 Second Term ends 5 P.M ......................... March 19 Third Term begins 9 A.M .......................... April 5 Third Term ends 5 P.M ............................ June 4 Baccalaureate Sermon .............................. June 8 Baccalaureate Sermon ................... . Commencement Commencement .................................. June 7 • .......................... June 9 CALENDAR JANUARY SMTWTF $ •••••• 1 2 3 4 5 6 7 8 9 1011 12131415161718 19 20 212223 24 25 26 27 28 29 30 31 •• FEBRUARY APRIL S M T W T F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13 141516 17 1819 20 21 22 23 24 25 26 27282930 •••••• MAY •••••••••••• 1 2 3 4 5 6 7 8 9 101112131415 16171819202122 232425262728 •• •••••••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 MARCH ••.•.•.••••• 1 JUNE .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 2 3 4 5 6 7 2 3 4 6 6 7 8 8 9 1011121314 9 10 11 12 131415 15161718192021 1617 1819 20 21 22 22 23 24 25 26 27 28 23 24 25 26 27 28 29 2930 •••••••••• 3031 ..•••••••• FOR 1947 JULY S MT WT F s •••• 1 2 3 4 5 6 7 8 9 10 1112 13141516171819 20 21 22 23 24 25 26 2728293031 .••• AUGUST •••••••••• 1 2 3 4 5 6 7 8 9 10111213141516 17181920212223 2425 26 27 2829 30 31 •••••••••••• SEPTEMBER •• 1 2 3 4 5 6 7 8 9 10111213 14151617181920 21 22 23 24 26 26 27 282930 •••••••• • OCTOBER S MT WT F • s •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 151617 18 19 20 21 22 23 24 25 262728293031 .. NOVEMBER •••••••••••• 1 2 3 4 5 6 7 8 9101112131415 16171819202122 23 24 25 26 27 28 29 30 •••••••••••• DECEMBER •• 1 2 3 4 5 6 7 8 9 10 11 12 13 14151617 1819 20 212223 24 25 26 27 28293031 •••••• .. .. ... .. .. .. .. .. .. .. .. .. .. .. .............. 4 JANUARY S MT WT F CALENDAR s s •.••.••• 1 2 3 4 5 6 7 8 9 10 11121314151617 18192021222324 25 26 27 28 29 30 31 APRIL M T W T F s s FEBRUARY .............. MARCH •• 1 2 3 4 5 6 7 8 9 10 11 1213 14161617181920 212223 24 25 26 27 28293031 ...... 194 8 JULY M T WT F s • OCTOBER S MT WT F •••••••• 1 2 3 ••••••.• 1 2 3 .••••••••• 1 s 2 4 5 6 7 8 9 10 4 5 6 7 8 9 10 3 4 5 6 7 8 9 11121314151617 11121314151617 10111213141516 1819 20 212223 24 18192021222324 17181920212223 252627282930 .. 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 .....•.••... .............. .............. 1 2 3 4 5 6 7 891011121314 15161718192021 22 23 24 25 26 27 28 29 ••.••• · •••••• FOR . ...... June 6 MAY .. .. .. .. .. .. .. AUGUST .•...•.•.••• 1 1 2 3 4 5 6 7 2 3 4 5 6 7 8 8 9 1011121314 9 101112131415 15 16 17 18 19 20 21 16171819202122 22 23 24 25 26 27 28 23 24 25 26 27 28 29 293031 •••••••• 30 31 .•....•..• NOVEMBER .• 1 2 3 4 5 6 7 8 9 10 111213 14151617181920 21 22 23 24 25 26 27 282930 •••••••• .............. .. .. .. .. .. .. .. JUNE SEPTEMBER •••• 1 2 3 4 5 •••.•• 1 2. 3 4 6 7 8 9 10 1112 5 6 7 8 9 1011 13141516171819 12 13141516 17 18 20 21 22 23 24 25 26 19 20 21 22 23 24 25 27 2_? 29 30 .•...• 2627282930 ••.. 5 DECEMBER •••••• 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 18 19 20 21 22 23 24 25 262728293031 •• �BOARD OF VISITORS AND GOVERNORS MEMBERS EX OFFICIO Chairman, RICHARD F. CLEVELAND, Lawyer, Baltimore Trust Bldg., Baltimore, Maryland. Vice Chairman, FRANCIS PICKENS MILLER, University Station, Charlottesville, Virginia. Secretary, WILLIAM LENTZ, Lawyer, Equitable Bldg., Baltimore, Maryland. DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. DR. AMos F. HUTCHINS, Surgeon, 1227 N. Calvert Street, Baltimore, Maryland. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT M. HUTCHINS, Chancellor, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, Box 63, Annapolis, Maryland. HAROLD F. LINDER, 39 Broadway, New York City. HERVEY ALLEN, Author, Rippleton Road, Cazenovia, New York. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. ALEXANDER MEIKLEJOHN, Lecturer, St. John's College, 1525 La Loma Avenue, Berkeley, California. MARK VAN DOREN, Professor, Columbia University, Lecturer, St. John's College, 393 Bleecker Street, New York City. RICHARD ScoFIELD, Tutor, St. John's College, Annapolis, Maryland. JOHN SPANGLER KIEFFER, President, St. John's College, Annapolis, Maryland. BRIG. GENERAL WILLIAM C. PURNELL, Lawyer, Standard Oil Building, Baltimore, Maryland. JUDGE LEVIN CLAUDE BAILEY, Salisbury, Maryland. LOGAN MORRILL, Vice President and Treasurer, St. John's Col- President Ex Officio, His Excellency, WM. PRESTON LANE, JR., Governor of Maryland, Annapolis, Maryland JOSEPH R. BYRNES, President of the Senate, Baltimore, Maryland C. FERDINAND SYBERT, Speaker of the House of Delegates, Ellicott City, Maryland JUDGES OF THE COURT APPEALS OGLE MARBURY, Chief Judge ................... Laurel, EDWARDS. DELAPLAINE, Associate Judge ....... Frederick, STEPHEN R. COLLINS, Associate Judg:e. . . . . . Chest er t own, ~ C. Gus GRAsoN, Associate Judge. . . . . ....... Towson, WILLIAM L. HENDERSON, Associate Judge. . Baltimore, CHARLES MARKELL, Associate Judge .......... Baltimore, lege, .l\anapolis, :rvraryland. RAYMOND N. WILBURN, Dean, SL John's College, Annapolis, MARYLAND. 6 OF 7 Md. Md. Md . Md. Md. Md. �OFFICERS OF ADMINISTRATION* FACULTY* PRESIDENT PRESIDENT JoHN SPANGLER KIEFFER, A. B., A. M ....... 12 McDowell Hall ACTING DEAN JoHN OTTo NEUSTADT, B. A., M.A. (Until June 30, 1947) . . . . . . . . . . . . . . . .................. . 11 McDowell Hall ' DEAN RAYMOND NEIKIRK WILBURN, B. S., M.A. (From July 1, 1947) .................. . . . . . . . . . . . . . . . 11 McDowell Hall JoHN SPANGLER KIEFFER .................. 139 Market Street B. A., Harvard College, 1927, as of 1926; M. A., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-39. Tutor, St. John's College, 1939-: Board of Visitors and Governors, 1943-; Acting President, January 1, 1947- April 22, 1947; President, April 22, 1947-. ASSISTANT TO PRESIDENT ACTING DEAN CHARLES A. NELSON (Until June 30, 1947) .. 14 McDowell Hall ASSISTANT DEAN JosEPH WINFREE SMITH, B. A., M. A., B. D. (Until June 30, 1947) ............................. 14 McDowell H21.ll LUKE HARVEY PoE, JR., B. S., LL. B. (From August 1, 1947) ............................. . . . . . . 14 McDowell Hall (Until June 30, 1947) JoHN OTTo NEUSTADT ................... 61 College Avenue B. A., 1939; M. A., 1942, St. John's College. Tutor, St. John's College, 1940-42. Army of the United States, 1942-46. Tutor, St. John's College, 1946-47; Acting Dean, 1946-47 . DEAN TREASURER (From July l, 1947) KENT CAMPBELL, B. A. (Until June 30, 1947) .................................. 13 McDowell Hall VICE PRESIDENT AND TREASURER LOGAN MoRRILL, B. A., LL. B. (From July 1, 1947) .................................. 13 McDowell Hall REGISTRAR MIRIAM STRANGE, B. A. ................... 11 McDowell Hall LIBRARIAN CHARLOTTE rLETCHER, A. B., B. s............ Woodward Hall DIRECTOR OF ADULT EDUCATION FoRD KEELER BROWN, B. A., D. Phil. ........ McDowell Annex COLLEGE PHYSICIAN J. OLIVER PURVIS, M. A., M. D ........ . ....... Infirmary DIETITIAN MARIAN E. ALEXANDER, B. s.... . Randall Hall DIRECTOR OF ATHLETICS EDWARD FLINT LATHROP, JR., B. A.. . . . . . . . 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. Active duty with the United States Navy, 1943-46. Tutor, St. John's College, 1946-; Dean, 1947-; Board of Visitors and Governors, 1947-. TUTORS GEORGE ALTHOFF BINGLEY .... - .... . ...... Brice House B. A., 1910, M. A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-39. Tutor, St. John's College, 1939-. . Iglehart Hall SUPERINTENDENT OF BUILDINGS AND GROUNDS ARCHIBALD McCouRT ..................... McDowell Annex AUDITOR SEWARD AND MoNDE, C. P.A ........ New Haven, Connecticut •Stringfellow Barr, President, resigned December 31, 1946 .. Scott Buchanan, Dean, leave of absence July l, 1946; resigned Decem?er 31, 1946. 8 RAYMOND NEIKIRK VVILBURN .................. 36 East Street FoRD KEELER BROWN ............... 243 King George Street 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; Active duty with the United States Navy, 1942-45: Tutor and Director of Adult Education, St. John's College, 1945-. "CE. Pg. 32. 9 'I �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE RICHARD SCOFIELD . ... 58 State Circle B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39. Tutor, St. John's College, 1939-; Board of Visitors and Governors, 1943-. LEONARD JAMES EsucK. . Brice House ~· A.'. University. o_f Chicago, 1934; M. A., Tulane University, 1936; Ph. D., Umvers1ty · v· · · - of Virgm1a, 1939.. Du .Pont Fellow in Philosophy , u nn,ersi·ty o f . irg1ma', 1936-39, Instructor m Philosophy, Drake University, 1939-42; Tutor, St. Johns College, 1943-. JO j ACOB KLEIN . ... 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 .. .. 214 S. Cherry Grove Avenue 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. Active duty with United States Navy, 1941-45. Tutor and Director of Athletics, St. John's College, 1945-. KENT CAMPBELL. . . . Brice House 1919-20, U. S. Naval Academy; B. A., 1924, Harvard College; University of Paris, 1923-24. Dillon, Read and Co., New York City, 1924-30; G. L. Ohrstrom and Co., New York City, 1930-32; Fitch Investment Service, Boston, 1932-41. Tutor and Treasurer, St. John's College, 1941-42. Active duty with the United States Navy, 1942-46. Tutor and Treasurer, St. John's College, 1946-47. BERNARD MANN PEEBLES. . Pinkney House 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-. H WILLIAM ~RVING HARPER. . Brice House B. A., _Ohio Sta~e University, 1931; M. A., Columbia University, 1934. Instr~ctor. m Chemistry, McGill University, 1932-33; Instructor in Chemistry, Umvers1ty of Buffalo, 1935-37; Fellow, Clare College, Cambrido·e Universit;• 1938-39. Tutor, St. John's College, 1943-. " '' SIMON KAPLAN. . . ... . 58 State Circle Graduate, "Real-School" (College) in Libau, Russia, 1912; Institute of Technology, Darm~tadt, and U~iver~ity of Heidelberg, 1912-14; University of Leningrad, 19~1-23, ~h. D., Umvers1ty 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-. ' NORMAN 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-. ]ACK LANDAU . . . . . . . . . . . . 58 State Circle B. A., St. John's College, 1944. Tutor, St. John's College, 1944-. LUKE HARVEY PoE, JR.. . . . 49 Cornhill Street · 't .B. . S. in Mathematics, Universit)' of Virginia , 1938 . LL . B ., U n1vers1 y o f ~ . . Vngmia, 1941. Cravath, Swame & Moore, New York, 1941-42. Active duty with the United States Navy, 1942-46. Tutor, St. John's College 1946-· As · t· t Dean, 1947-. ' ' ,sis an CHARLES]. .ALBA.. . Wild Rose Shores B. S., M. S. m Electncal Engineering, 1934, Massachusetts Institute of Technology. Massachusetts Geodetic Survey , Computer , 1934 -36 . Rad·io c orporatwn · . . . of Amenca ~nd U .. s. T_elevlSlon Manufacturing Company, Engineer, 1936-39. Capito~ Ra~w Engi_neermg Institute, Instructor, 1939-40. Civil Aeronautics Adnumstratwn, Engmeer, 1940-42. Air Track Manufacturing Company, Research Engmeer, 1942-46. Tutor, St. John's College, 1946-. Street ULRICH STEPHAN ALLERS . . . . . . . . . . . . . . . . . . . . 4 Revell Street B. A., 1939; M. A., 1941, Catholic University. Tutor, St. John's College, 1946-. B. A., 1934, M. A., 1935, University of Virginia; B. D., 1938, Virginia Theological Seminary. Deacon-in-charge 1938-39, Rector, 1939-41, St. Paul's Church, Ivy Depot, Virginia. Tutor, St. John's College, 1941-; Assistant Dean, 1947. RoBERT S. BART . . . . . . . . . . . . . . . . . . . . . . . 49 Colleo-e Avenue . B. A., 1940, Harvard College, s.c.J. Sheldon Travelling Fellow, Ha~vard University, 1940-41. Tutor, St. John's College 1946-. ERNST ABRAHAMSON . ... Brice House Ph. D., Prague, 1934; Teacher of Classics, Director of Music, Country School Villa Pazzi, Florence, 1935-37; Assistant d'Allemand, Ecole Normale, Chfilons-surMarne, France, 1937-39; Instructor in Latin and Romance Languages, Howard University, 1939-41; Tutor, St. John's College, 1942-. CARLOS FRAKER . . . . . . . . . . . . . . . . . . . . . . . . . . Hanover Street A. B., Massachusetts State College. B. M:os., Yale University. Tutor, St. John's College, 1946-. JOSEPH WINFREE SMITH, JR .. . 49 Cornhill WILLIAM KYLE SMITH. . Revcrdy 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, 1942-46. Tutor, St. John's College, 1946-. WILBUR<?- ~ORHA~. . . 201 Hanover Street ~- A ... Umversi~y ?£ Illm01s, 1922; M. A., Columbia University, 1925; Ph. D., Umversity of M1ch1gan, 1931. Instructor, Columbia University, 1922-26. Professor, .State Teachers College, Buffalo , New York ) 192o,--29 . Res~- 1_,1, " '.tl)'SiO.iO' ' 1 • . 1..-a ..,a .A. g1st, Fifth Avenue Hospital, New York, 1931-32. Rinehart, Inc., New York, 1932-41. Lecturer, Colgate University, 1942-45. Lecturer, Union Colleae Schenectady, New York, 1945-46. Tutor, St. John's College, 1946-. " ' �1% CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST .. JOHN'S COLLEGE . vVeems Creek WILLIAM HENRY HATFIELD. B. A., St. John's College. 1941. Tutor, St. John's. College, 1946-. Ill ALEXANDER MEIKLEJOHN, 1525 La Loma Avenue, Berkeley, Cal. B. A., Murray State Teachers College (Kentucky), 1936. M. A., Vanderbilt University, 1937. Graduate work, University oE North Carolina, 1937-41. Teac~­ ing Assistant in English, University of North Carolina, 1937-39; Instructor m English, University of North Carolina, 19,39-41. Active duty with the United States Navy, 1941-46. Diplomas in Electronics, Naval Research Laboratory, 1942. and Massachusetts Institute of Technology, 1945. Historian, Staff Joint Task Force One, 1946. Tutor, St. John's College, 1946-. Ph. D., Cornell University, 1897; A. M., Amherst College, 1913; LL. D., Williams College, 1912, Mt. Holyoke College, 1912, Brown, 1913, Allegheny College, 1915, University of Vermont, 1916, University of California, 1933, University of Hawaii, 1937: Instructor of Philosophy, 1897-99, Assistant Professor, 1899190.3, 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-. CLAUDE SPENCER LEFFEL, JR ............... 138 Charles Street MARK JOSEPH J. HORRELL ..................... 53Yz Cornhill Street B. A., St. John's College, 1943. United States Army, 1943-46. Tutor, St. John's College, 1946-. F RANCIS SCARLETT MASON , JR........... . . 58 State Circle B. A., St. John's College, 1943. Active duty with the United States Navy. 1943-46. Tutor, St. John's College, 1946-. vAN DOREN . .. 393 Bleecker Street, New York City A. B., 1914, A. M., 1915, University of Illinois; Ph. D., Columbia University. 1920; Litt. D., Bowdoin College, 1944. Instructor in English, 1920-24, Assistant Professor, 1924-35, Associate Professor, 1935-42, Professor, 1942-, Columbia Uni,1ersity. Literary Editor, The Nation, 1924-28; Motion Picture Critic, The Nation, 19115-38. Lecturer, St. John's College, 1942-, Board of Visitors and Governors, 1943-. FRANZ PLUNDER. . . . . . . . . . . . . . . . . . . . . . Cooper Apartments Stadtisches Gymnasium, Bregenz, 1909-1913. Royal Academy of Fine Arts. Vienna, 1911-1914, Master Degree. Technical University, Vienna, Yacht Design, Master Degree, 1914. Tutor, St. John's College, 1946-. FREDERICK LAMOTTE SANTEE. ....... Manhattan Beach B. A., Harvard, 1924; B. A., Oxford, 1926; M. A., Oxford, 1929; M. D., Johns Hopkins, 1938. Fellow of American Academy, Rome, 1927. Instructor in Latin. Lehigh University, 1927-29. Assistant Professor of Latin and Greek, Vanderbilt University, 1929-34. Associate Professor of Classics, Kenyon College, 1938-42. Lieutenant (M.C.), United States Navy, 1943-45. Tutor, St. John's College, 1946-. .. 42 East Street LAWRENCE TOWNSEND. B. A., 1932, Butler University. Tutor, St. John's College, 1946-. .... vVhitehall Road LOGAN MORRILL. B. A., Princeton University, 1929; LL. B., University of Cincinnati College of Law, 1935. Investment Counsellor, Cincinnati, Ohio, 1929-1947. Lawyer, Cincinnati, Ohio, 1935-1947. Lecturer, University of Cincinnati College of Law, 1941, 1946. Army of the United States, 1942-1945. Vice President and Treasurer, Tutor, St. John's College, 1947-. LECTURERS MORTIMER ADLER. . 227 East Delaware Place, Chicago, Ill. Ph. D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, 1930-41, Professor, 1941-, University of Chicago; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PRESIDENT EMERITUS ENOCH BARTON GAREY. . . Los Angeles, Calif. B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, 1933-35. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER ..... . ..... Annapolis, Maryland B. A., 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-. PROFESSOR EMERITUS OF FRENCH JACOB. BERNARD SEGALL ..... ..... Baltimore, Maryland B. L., and B. Sc., Lycee of Jassy, Runiania, 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 Langnages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor 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 cat~­ logues 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 shou~d be able to read, write, and reckon, and that every profess10nal man should have a mind free enough and disciplined enough to recognize his professional e~ds and to underst~nd the ~eans which must be used to achieve them. Acadexmes and liberal colleges were establishe~ to assure ii:itellectu~ freedom and discipline to the professions and theIT 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 t~ade schools have robbed the familiar phrases of their meanmgs. To a far greater degree than we realize, the liberal ai:s and sciences have themselves disappeared and what remams 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 SL John's Colleo-e Program as the re-establishment * of the original colleo-e ~ith its original function of intellectual freedom and . discipline, but unfortunately that needs explanat10n at so~e length. Let this be an apology to the reader an~ a warnmg that he is reading an unusual college catalogue, which attempts to define and expound the ends and means of liber~l 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 a~d encou:ag~d instit~tions for the liberal education of youth m the pnnoples of virtue, "' Cf. Appendix A. 14 knowledge, and useful literature because such institutions are of the' highest benefit to society. In an aristocratic society this statement might suggest an invidious distinction between the rulers who alone would exercise the highest functions and the ruled who alone would subserve the higher ends by exercising the lower functions. In a democratic republic there is no such division of labor. It is an integral part of the American dream that each man in our society may and must perform the highest functions. These functions consist in the intelligent free choice of the ends and means of both our common and individual life. This is a most glorious and most difficult proposition to which we are dedicated. Among other things it means that each man must have his measure of liberal education, since choices can be neither free nor intelligent without relevant training and understanding. These trainings and understandings are parts of the liberal arts and sciences. Each profession and vocation is partly liberal; therefore professional and vocational schools study their respective minimal amounts of theoretical science. But in addition there are basic trainings and understandings common to all vocations and therefore common necessities of all free men. Thomas Jefferson persuaded the early revolutionary colonies of the need for the universal literacy of the citizenry. The major success in that minimal democratic education has made abundantly dear the need in addition for the universal distribution of critical intelligence, a minimal intellectuality which can distinguish between fact and fiction, between principle and case, between opinion and insight, between propaganda and instruction, between truth and falsity. This degree of intellectual training is absolutely necessary for the highest activities of men in democratic society, namely for both individual and common deliberation and decision in practical affairs. That which 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 an �CATALOGUE OF ST. JOHN'S COLLEGE 16 17 CATALOGUE OF ST. JOHN'S COLLEGE allowed to exercise students in their practice on th5 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 strongb,olds of the liberal state which watches and insures that men shall be able to do what they ought to do. THE CRISIS IN LIBERAL EDUCATION By a series of historical accidents following the establishment of the elective system by Eliot of Harvard in the late nineteenth century, such single-minded institutions are no longer available for the training of youth. Eliot introduced the device of free election of studies in order to absorb and assimilate the natural sciences to the liberal arts tradition. It was a minor tactic to meet a larger problem than the liberal college had ever faced before. Far from accomplishing its major end, it allowed the free and irresponsible invasion of all branches of the liberal arts by the research specialist. The research teacher became the competitive salesman of a subject matter. Later by a system of majors and prerequisites each successful salesman was able to eliminate competition with other subject matters after the first choice by the student. Thus the elective system became an unorganized array of special required courses, and each of these in turn was sanctioned by its connection with professional and vocational graduate work as the pre-medical, pre-legal, pre-commercial, pre-educational, or pre-earning-a-living course. Needless to say, the liberal college forgot its function, redoubled its efforts and its courses, and became timidly and fanatically preparatory. In acceding to the professional and vocational pressures it transmitted their destructive energy to the whole public school system. The result is that the student now must make a vocational choice at some point in his secondary education and changes it later only at great educational risk. One thing he cannot choose because it does not exist in our educational system: that is a balanced liberal education. This situation, as soon as it is recognized, constitutes a crisis, a point where judgment and decision can be made. We can choose to restore the liberal arts, not necessarily the old curricu1m~, but a mo~em equivalent. That is what St. John's College decide~ to do.rn 1937: Since then the College has for ten years. teste~ its curriculum m actual operation. The choice to restore the liberal arts has ~et with favorable response and the College has assumed a position of leadership in American education. 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. ~~e seal on th~ back cover of the catalogue points to the trad1t10n from which we derive our courage . Th e L a t. . . . in mscnpt10n says that we are making free men out of children by means of bo~ks and balances. The figures on the seal repres.ent the seven liberal arts as they were traditionally conceived f~r about two thousand years, up to the beginning of the n~nete~nth ce?tury. In ancie~t .style they are grammar, rhetoric, d1al~ctic, which form the t:ivmm; and arithmetic, geometry, music, and astronomy, makmg the quadrivium. In the center and fore~ound stands a pair of chemical balances which represents .the mstruments ~f the mo~ern scientific laboratory, where the liberal arts are bemg practiced at their best and fullest in the modem world. A great deal ~s said these days about the teaching of methods, but the profess10nal and specialist's bias has left its mark h 1 h I · b . ere ~s e sew ere. t is o v10us to any teacher that there are different m~t~ods ~or different subject matters, but where experts and specialists d1s~gree then free men must decide. Free minds m~st be able ~o view concrete situations, deliberate by formu~atrng clear d1l~m~as, and arrive at a deciding choice. This mv.olves a combmatlon and organizing of all methods, and edu~at~~n should. provide a training which would bring precision, fac~hty, and mdependence in this most human of all human a~t10ns. 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 �l8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE must be introduced, and even subtler distinctions ~nvolving the use of symbols in imaginatio1:1 as well a~ reasonmg must be made. Memory, manual dexterity, calculat10n and .measure· ment must be cultivated as arts, if we are to make mmds free. The child is potentially a free man, ~nd this mea~s t~at he has the capacities which these arts reqmre. The reahzat10n of these capacities comes about by thei~ exercise .under controlled conditions in which ordinary learnmg by tnal and err~r be· comes discipline under the guidance of teachers. ~y children then we mean men who are capable of liberal learnmg. THE CLASSICS AS TEACHERS Although we have no new fads in tea_ching :nethods, but rather use all available methods and devices, still :'e have a special interpretation of the teache_r'~ function. _This can best be stated by saying that the real ongmal and ultimate teachers at St. John's are the authors of some hundred of th: greatest books of European and American thought. The l:st of the great books and their authors who are now . t~~chmg ~t St. John's, subject to continual revision and cnticism, will be found on page 40. These are the real teachers, ~~t we_ also have a secondary faculty of tutors who act as aux1hary mter· mediaries between the books and the students. These books were chosen over a period of nearly twen~y years by auxiliary teachers in various. places, notably_ Col~mbia University, the University of Chicago, the Umvers~ty. of . · · V ugmia, an d St . John's College · The list was under cnt1osm . . · 1 and testing by teaching and learnmg expenence _d_unng t 1at period, and the process has ~ontinued ~nder cond1t10ns set by the single all-required curnculum 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 unders~and1:1g of the classics and classical educat10n. The pre-elective ~1b~ral arts colleges had come to understand and_ d:fine the classics i~ te:rm~ of the symbolic mediums of transmission_ and commumc~t10n, they taught Greek, Latin, a:id mat~~matics as ai: exter:s10n of · -' . -~~ ··'o~ u ... ~a.u "o' ", ··· · · '"" primary. eulic<t.Ll u 'n .,_.,,,.,,..:i 1ncr wnt1nP" and anthmet1c. We . are also emphasizing language and mathematics for reasons that will appear on later pages. On the other ha~d a~e reading the classics in English. As we do that, certam cntena w: 19 emerge and provide a new understanding of the original motives in classical liberal arts education. The criteria divide themselves into two kinds, those that are exemplified in single books and make them great, and those that appear in the effects that one book has on another and on the reader and teacher. 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 under· stand 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 er 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 ST JOHN'S COLLEGE and matter, substance, tragedy, and God extend, moderate, and balance the use of our intellectual capacities. All of these criteria apply as much to books on mathematics as to books oE 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 correction from its context. Background and preparation are thus efficiently supplied by the chronological ordering of the classics, and difficult books surprise us by their intelligibility and eloquence as they come in their providential order. Thus Newton's Principia and Maxwell's Electricity anri 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 2.re 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 ~raditions. They would have us as persons detach ourselves fr?m 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 transfo~mi~g itself in most lively and important wa~s. This is ~appenmg m two ways primarily, one in mathematics, another m the l~boratory. St. John_'s College has more required mathematics than ~ny other hberal college in the country; it also has ~ore reqmred laboratory work than any other liberal college m the country. Together mathematics and natural science .constitute more than one-half of the required work. Three ~undred _years ago ~lgebra and the arts of analytic mathematics w.er~ mtroduced mto European thought by Rene ?escartes. This is perhaps the greatest intellectual revolution ~n re~o_rded history, paralleling the other great revolutions m rehg10n, morals, politics, and industry. No liberal, and therefore no citizen of a democratic country, can afford to be ianorant of this change and its issues. It has redefined and tr~ns­ formed our whole n_atural and cultural world. Although it is not the only focal pomt 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 does not bear upon it. The last two years of the course exhibit completely the changes in the liberal arts that flow from it an~ these could n?t b~ appre~iated without the first two year~ which cover the h1stoncal penod 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 tbe classical thread into the modern world we must know the constructions of the mathematicians and find our classical loci in the instruments of the laboratory as well as in the great books. For thi~ purpose we have set up a four-year laboratory in mathematics and the natural sciences with four main themes woven together to. catch the understandings and insights that we need. There is the theme of mathematical constructions taught and exemplified in a great variety of exercises with the �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE drawing board. There is the theme of measurement wh~ch involves the analytical study of the instruments of observat10n 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 s.t~dy of concrete materials and situations in biology and medicme 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 ~y a solid training in the mathematical techniques and symbolisms as far as differential equations. This provides the material and intellectual ?ackgrou~d for the modern study of humanistic and social science. Without this it is empty and romantic. With it one may hope for a creneration of conlpetent economists, political scientists, and 0 'd even sociologists. Social studies at present do not provi e an intelligible set of organizing principles; until they d~ we shall aim the mathematical and scientific work at the pomt where the medical and humanistic traditions cross; they agree that the proper study of mankind is man. as teaching in methods of reading and writing. The second list ~hows th~ division of books into four groups according to the four sess10ns 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 themselv~s o~er the conventional array of subject matters as they are studied m 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 compar~son by using only the selections from the subject matters which a normal student would make in the elective system. It should also be noted that many books actually fall in several divisions according to subject matter, as on the other hand many books in an elective system are read in almost complete isolation, therefore without background and aid from other books. There is also a general warning that such lists are only diagrams for emphasizing this or that special aspect of the curriculum; for instance there is nothing in any of these diagrams to show the weightings of time or emphasis on special books, nothing to show the weightings that individual students are encouraged to put upon them for their own individual benefit or interests. With these qualifications, which should suggest still others, the lists give a fairly accurate general impression of the curriculum. THE CURRICULUM The proper subject matter for the study of the liberal .arts is man and the world, with all that these imply; the medmm 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 te~chin.g ~re. the liberal arts; the end of the teaching and learnmg 1s msight, understanding, and good intellectual and moral habits which provide the basis for human freedom. The following paragraphs will be a description of the sc~eduled arrangements for doing this in four thirty-three week sess10ns 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 shows the chronological order for books and authors, becrinnincr with Homer. and endini?: with Russell, Freud, and 0 0 . James. This represents the required readmgs for the four years and implies further readings in secondary books as welJ ~ 23 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 �CATALOGUE OF ST. JOHN'S COLLEGE 24 25 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. A~o~g 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, Formal Lecture, Language Tutorial, Mathematics Tutorial, and Laboratory. The seminar comes perhaps nearest to the immediate educational end which we are aiming at, while the tutorials, laboratories, and lectures make secondary contributions. The Tutorials Every good student knows that his learning must be double. He must be acquiring the skills that go with the subject matter, but he must also get to know his teacher. The converse of this is even more important for 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 o~ from te~1 to twenty .students meeting five times a week, provide~ .the ideal. cond1t10ns for collaborative study and for the mamfold teachmg and learning relations that hold in a company ?f good friends. The tutor makes daily diagnostic observau.on~ of ~ach. student as he works and gives the proper prescnpt1ve directions as they are needed. There is also an ?pportu.nity for each student to contribute his measure of mstruct10n to his fellows. The Language Tutorial The aim here is to use some external device that will induce the strengthening and discipli~ing of the imagination. Foreign languages have often been praised for their mental discipline, but the. vaguenes.s of the statement mirrors the decay of a pedagogICal techmque. The imagination is the place where the mtellect touches human experience, but it cannot do its work if the imaginat~on is not pr~pared to receive intellectual light. It must be polished and adjusted. Normally it is our mother tongue that brings about such preparation as we have. Unfor~unately American habits with the mother tongue are for vanous reasons abnormal and we have babbling minds as a con~eq1:1ence. Speci~l attention must be given to our linguistic habits if we are to improve matters. Liberal artists have always k~own the pm~erful effects of foreign language in getting this kmd of attent10n. We therefore require the study of four foreign languages, one a year for the four years, Greek, Latin, French and German. It is ob~ious th~t we do not expect to have these languages mastered m 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 orogressive education, rote memory has been abhorred becaus~ 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 ~inds of translation from important texts in which important thmgs are being said and the grammar of the language is being used for purposes of full expression. These translations . range £:0~ technical grammatical translation, through vanous . 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 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. 27 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 ~ei:i-. In fact it is a language within the mother tongue prov1dmg a most powerful practical and theoretical ex~e~sion. I~ view of our present scientific and industri.al c.ond1t10ns. of l~fe, the decay and elimination of mathematics m educat10n is most disturbing. This default has become so common now t~at many persons believe that they .nat~vely lack. m~t~emat1cal ability. Nothing could be more cnpplmg to th~ md1~1~ual .n~r more discouraging for the future of democratic soc1eue~, if it were true. The apparent disability is due to a decay m the techniques for teaching mathematics and this in tu~n is ~ue to misunderstandings of the fundamental nature and mtenuon of mathematics. Wide variation in individual training and performance is evidence of this state of affairs. Therefore we begin with almost a complete year spent in a thorough study of Euclid's Elements in . its ent~rety. Th~s 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 i's 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 �28 CATALOGUE OF ST. JOHN'S COLLEGE in both literature and science. Dialectic starts on the levels of language and mathematics and with their aids reaches the fundamentals and ultimates, and in the process the book under discussion may be torn to pieces. One immediate result is the improvement in actual reading. To accompany the reading of the books, the seminars meet twice a week for two hours. Recovery from confusion and misunderstanding may result from the first meeting; on the other hand it may be only at the last meeting or later meetings that the text delivers up its meaning. The seminars are the substantial core of the whole program and the intellectual process prepared for by reading and writing is brought to realization most often under seminar conditions. The Formal Lecture Formal lectures are delivered to the entire student body at least once a week. Lecturing by instructors is discouraged elsewhere in the curriculum and concentrated in the formal lecture. These lectures are given in the 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 sing-le 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 aver their heads, but talk th<it is remembered and absorbed long after the immediate hearing. Each lecture is followed by a period of informal query and discussion, in which the students learn to talk back. CATALOGUE OF ST. JOHN"S COLLEGE 29 FORMAL LECTURES 1946-47 The Oar nf Ulysst's . . . ....... John 0. Neustadt Trivi1tm. . ... John S. Kieffer Quadrivium? .................................. .Jacob Klein Vico ..... StTingfellow Barr The Liar. Alexander Koyre New School for Social Research Analogy. . . Scott Buchanan SjJheres ancl Cells. .Edward Kasner Columbia University The Dark Night of the Soul Recital . . . . . . . . Leonard ]. Eslick ............ Alexander Schneider, Violinist Ralph Kirkpatrick, Harpsichordist .Jewsalem rmcl Athens ......................... Leo Strauss New School for Social Research - - - . - ......... - .......... Mark Van Doren Dramatic Presentation: The D11c/1ess of ..1\·Inl"... . K.mg 'V·11· ,, ' i iam l'la)ers 1\iao; and Russia. On Reading St. Thomas. ,.-lmerican Literature I. . .......... Gregory Bienstock . .. Scott Buchanan . . - ..........:\fark \'an Doren SymlJolism and Poetry . ............. _ ... _.......\Villiam s...Weedon Universit7 o[ \'irginia Anus and /he iVJan Mytliology .... .Ernst Abrahamson ...... John S. Kieffer Reading, SlwkesjJeare and Cervantes ......... _ .. Ford K. Bro\\"n The Rcd11clio11 of the Syllogism. ......... Raymond N. Wilburn American Lilt:rature II .... _. __ ._ .............. . Mark \'an Doren Toynliee's Themy of History. .. Stringfellow Barr Ro11s.1eall. Leo Strauss New School for Social Rescarclt Divisibility. - ... - ......... .John 0. Neustadt Recital · · · - · · - .................... Andor Foldes, Pianist Wonder, Doubt, and Belief. .J. Winfree Smith How to Read A Play ............. Jack Landau Tl1e Nineteenth Century. . ............ Jacob Klein Scfrnce and Civilization Freud. ..... David Hawkins George \Vashington Uniler,it; . ... H. W. Loewald, M.D. Dram;uic Presentation: The Alc/1e1111·,.1 . . . . . . . . . K"mg ur11·iam P1a ye rs . "1 �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 colleges is evidence that th<; 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 crucial experiments, and the combination of scientific findings in concrete problems. The laboratory classes meet once a week for three hours during the first two years. Laboratory time is increased in the last two years. This is more than is required by any other liberal college at present. THE SCHEDULE Perhaps the most obvious distinctive mark of St. John's College· is the easily observable fact that all the students of the same year are reading the same books at the same time with 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 Eucl~d's Elements; or i_t may be the first assignment in Thucydid~s when t~e se~m.ar leaders are wondering if the students will get the imphcat10ns of liberty in Pericles' funeral oration. These are the educational realities that a common schedule marks and emphasizes. Each m?rning for five day~ of the week each student spends one hour m a language tutorial and one hour in a mathematics ~utorial. One aftern~on a week each student spends three hours m the laboratory durmg 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 ~ormal lectures. Nineteen or twenty hours per week are si:ient m _regular classes. The rest of the time is spent in studymg, eatmg, sleeping, talking, athletics, and other activitie~ such as music and dramatics. The week is the elementary umt 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 an~ _mark pi~ces of work projected and accomplished. In recogmt10n of this there are oral examinations at the end of each term. These are conducted by seminar leaders with the help of the tutors. Each student sits with his examiners for a half hour during which he is questioned freely and informally ?n the texts he has read, on his critical or interpretative opin10ns, 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 ~hich his tutors and laboratory instructor report to the semmar leader on his work for the term. These so-called "don rags" are brief and recurrent consultations between tea:h~rs and student for the purpose of diagnosis and prescnpt10n rather than for report of marks. They are followed ~y va~ations in which a fresh start is possible and new directions m study may be explored. Grades are not reported in �CATALOGUE OF ST. JOHN'S CO~LEGE 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 Jong vacation period during which the salutary processes of bination of teaching and research in each member of the faculty. The principle is that the teaching mind must be a learning mind, and therefore good teaching demands continued learning. This has come to mean in academic practice that the good teacher must be making original contributions to knowledge and that he must publish if he wishes to be promoted. The faculty at St. John's is again going back to first principles and making another application of them. Learning is a co-operative enterprise and it is best carried out when persons at different stages of comprehension work together. The typical learning situation at St. John's involves ten or twelve learners. First in the learning line come the author-teachers, the writers of the great books, who are talking in most cases at the high point of their own learning. Next comes the reading and talking teacher who is a member of the faculty: his stage of learning is somewhere between the author and the best student. There then follow the other students at distances proportional to their degree of understanding. The old-fashioned ranking of classes in the little red schoolhouse is the image that we have in mind. At the head of the class is the author-teacher, at the foot of the class the worst student in relation to the subject matter. All the others are both teachers and pupils, each learning from those above and teaching those below. The aim in all the classes is to exploit the differences in knowledge, character, and skill as they are distributed among the students and the tutors. Since it is not our policy to select only the best students for admission, but rather to aim at the normal distribution of ability that is found in the average American community, we count heavily on the normal social processes of mutual understanding to catch and amplify the teaching. Our classes exemplify in their various styles all the types of collaborative study, allowing even the dull or slow student on occasion to hold the class to the main learning purpose. Socrates and the slave-boy is not an unfamiliar spectacle in the St. John's classroom; we count on it to keep our teaching fresh and genuine. The faculty member is then researching in the subject matter of the book with the guide and help of the author and any other special professional aids that he may be able to use. He may have beside him a colleague whose special knowledge complefilents his own. This is the situation in a seminar, where 32 A Hour 9 STUDENT'S CLASS SCHEDULE FOR THE WEEK Mon. Language Tutorial Tues. Language Tutorial Wed. Language Tutorial Language Tutorial Fri. Sat. Language Tutorial I IO 11 Thurs. 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 ex~minations 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- �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF 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, b11:t there are a considerable number of them that need new editions, and a smaller number which have not been translated or are badly translated. So far the following books have been reprinted: ' pretation of the book list which occurs as an immediate byproduct of teaching the books in tutorial, in seminar, and in the laboratory. Criticism of the books takes place in two directions primarily, first their historical order and background which continually change and enrich themselves by connections with other books; secondly in the bearing these books have on the immediate teaching problem and the progress of current thought in general. Making the actual reading schedule for the seminars for each year is a result of much faculty and student deliberation, and the reading schedule registers teaching and learning experiences from year to year. The products of this kind of research go first into teaching directly. Production for publication and learned societies is and should be a secondary resuJ!t. :..1fhe students thus have direct and contributing parts in, r..e enq1, and research has a direct and contributing r6le in Jted B~10n. The faculty now represents a ~alanced distribution of special knowledge. Eventually ·'l's Bac1duates from the fouryear course itself will be the beshe (i;chers, and some of them have already been taken on as te? _Jg assistants. 34 Plato: Phaedrus, in Greek and Latin Gospel according to St. John, in Greek and Latin . Descartes: Discourse on Method, in French and Latm 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: Meno 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 remter- 85 ,lY 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 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, �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE and there is ample room within it for a wide range of ability and for individual choice and guidance. This fact permits and demands a longer period of adjustment and tentative judgment than in the regular elective system. It is assumed that each student has the required capacities until evidence to the contrary is overwhelming. All disciplinary action is governed by the assumption that bad habits can be changed. Attendance on all regular scheduled College exercises is required. A record of absences is kept and posted. This record is taken into consideration whenever there is occasion to determine academic standing. Written and signed excuses from the following sources may be submitted for filing with the student's record: l) Parent, guardian, or . other responsible person outside the College; 0 ~e~he . 2) Practising phy;rhe Wo~Jfionsulted by the student; 3) Instructor in cha'.t Contra class in which absence occurs; iements Ph'bsophy Cl 11 4) T he C0 ege 7ical P THE DEGREE OF BACHELOR ·erime,RTS 'rv nf * The original title of Bachcl0r of Arts signified the first officially recognized stage of competence in the seven liberal a:rts and sciences: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. The St. John's degree of Bachelor of Arts signifies the modern equivalent of these arts and sciences. Specifically this implies: Knowledge of the contents of the required books in the list; Competence in the laboratory arts; Competence in mathematics through the elementary calculus; A reading knowledge of at least two foreign languages. In semester hours as recorded in the regular elective system this amounts to: Semester Hours Four Years One Year 40 10 Language and Literature .... , . 40 10 Mathematics and Science .. . 16 4 Lectures on the Liberal Arts .. 12 Laboratory ......... , ................... . 3 (J.1 actual time) 32 8 Seminars. . ....... . Total. "'Cf. Appendix B, pg. 71. .... ' ... 35 140 A more ~etailed analy~is 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 attemrts to ~a~ntain common standards under the rapidly changmg cond1.tlons of expansion in student bodies, in subject matters, and m methods of instruction. Throughout the ~ountry the_re are regional boards which inspect the colleges m each reg10n and rate their degrees. The Middle States Association of Colleges and Secondary Schools operates in this r:gion .. T.hese Boa~ds cannot put a college on the approved hst until its educational product can be judged. Since there were no graduates of the new administration and program before June, 1941, and few until the end of the war, 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 !rraduate work 0 which they wish to pursue. ~he gradua~e. and professional schools increasingly make their final declSlons on candidates on the basis of individual records and merits and ignore the bare minimum certification of t~e . ordinary degree. The rated B. A. is no guarantee of adm1ss10n to a graduate or professional school. Where inquiry has been made these schools have given assurance of full consideration to St. John's graduates. The great variety of teaching methods, the common subject matter, and the intimate and continuous acquaintance between student and teacher that this program provides allow detailed and comprehensive recommendations of individual candidates both for graduate schools and for business positions. Such individual recommt:>ndations will always be our most effective communication with the academic and I?ractical worlds into which our students graduate; we deal with other institutions on the basis of a common �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE recogmt10n of the realities of the learning process and the exigencies of the war and revolution through which the worlrl 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 Federalist Papers and follow their 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 th~y 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 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 f~r, and believe that this basic instruction will lay a good foundation for professional training. On the other hand, a war~ing should g~ven tha.t the St. John's student is running the nsk that radical mnovat10n entails. The medical schools a:e subject to many ~ncreasing demands, which they are finding difficult to meet: rapidly growing knowledge relevant to medical uses, the public need for more medical services, and the larae nm~ber of applican.ts for admission. These pressures may for~e arbitrary cons1de:a~10n of candidates, and the literal application of rules of adm1ss10n. In view of this problematic situation, student~ :vho comet? St. John's with the intention of going on to med1cme 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 St. John's or at other institutions. In view of ti~ e o-reat scientific and social problems facing the medical profesdon may be wise to plan a year ~£ graduate work in mathem?'ir::s and physics between graduat10n and entrance into med~ca ...:hool. Medical schools are not asking for such additional prei. '.ration, but the 39 ?e it ~;~tak1!1:~~~L~v.~~E!9~.~a:~,.1£~at bey?11sl ~1~~ po~erpf . 1i};~;~r.. �40 CATALOGUE OF ST. JOHN"S COLLEGE I. 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: Jineid The Bible Epictetus: Moral Discourses Nicomachus: lntrod· gtion to Arithmetic Plutarch: Lives fl Tacitus: The History, The Annals Ptolemy: Mathe11i:::faal, Composition (Almagest) Lucian: True Hi'i1a, Galen: On the No iral Faculties Plotinus: Enneads 7 Augustine: Confessions, On Music, Concerning the Teacher Justinian: lnstiwtes Song of Roland Saga of Burnt Nfal Grosseteste: On Light Bonaventure: On the Reduction of the Arts to Theology Aquinas: On Being and Essence, Treatise on God, Treatise on Man Dante: Divine Comedy Chaucer: Canterbury Tales Oresme: On the Breadths of Forms Pico della Mirandola: On the Dignity of Man Leonardo: Note Books Machiavelli: The Prince Erasmus: ln 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 Organwn Kepler: Epitome of Astronomy Harvey: On the Motion of the Heart Galileo: Two New Sciences Descartes: Geometry, Discourse on Method, Meditations Hobbes: Leviathan CATALOGUE OF ST. JOHN'S COLLEGE Boyle: Sceptical Chymist Moliere: Tartuffe Pascal: Pensees Milton: Paradise Lost Racine: 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 States Federalist Papers Bentham: Principles of Morals and Legislation Lavoisier: Treatise on Chemistry Malthus: Principles of Population Dalton: A New System of Chemical Philosophy Hegel: Philosophy of History Fourier: Analytical Theory of Heat Goethe: Faust Lobachevski: Theory of Parallels Faraday: Experimental Researches in Electricity Peacock: Treatise on Algebra Boole: Laws of Thought Virchow: Cellular Pathology Mill: On Liberty Darwin: Origin of Species Bernard: Introduction to Experimental Medicine Mendel: Experiments in Plant Hybridization Riemann: Hypotheses of Geometry Dostoevski: The Brothers Karamazov Marx: Capital Tolstoi: War and Peace Dedekind: Essays on Numbers Maxwell: Electricity and Magnetism Flaubert: Bouvard and Pecuchet Ibsen: Ghosts, Rosmersholm Joule: Scientific Papers 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 Yea:r Second Yea1 Third Year Fourth Year CATALOGUE OF ST. JOHN'S COLLEGE II. SCHEDULE OF READINGS BY YEARS Languages and Liberal Arts Literature Plato Homer Aristotle Herodotus Lucretius Thucydides A:schylus Sophocles Euripides Aristophanes Plutarch Lucian Epictetus Tacitus Plotinus Cicero Augustine Virgil Bonaventure The Bible Thomas Aquinas Justinian Grosseteste Dante Calvin Saga of Burnt Njal Pico Song of Roland Chaucer Shakespeare Cen'antes Spinoza Milton Francis Bacon Rabelais Hobbes Racine Locke Grotius Berkeley Moliere Leibniz Erasmus Hume Montaigne Kant Machiavelli Peacock Pascal Boole Vico Montesquieu Fielding Gibbon Voltaire Swift Rousseau Adam Smith U. S. Constitution Federalist Papers Goethe Hegel Malthus Bentham !lfarx Mill Flaubert James Ibsen Freud Dostoevski Poincare Tolstoi Hilbert Russell CATALOGUE OF ST. JOHN'S COLLEGE lifothematics and Science Euclid Hippocrates Nicomachus Aristarchus Archimedes "' ~ Apollonius Ptolemy Galen Leonardo Oresme Copernicus Descartes Gilbert Kepler .... E-< r< "< ::?: f-< u l"1 _, c:i:i ;::; "' t;1 .... E-< Galileo Harvey Newton Boyle Huygens Lavoisier Dalton u l"-1 ...; f,;!.l 0 f-' z " ..... '1 IZ 0 u u ~ z 0 [::: -< ::2 ... ,_, Cl) "' -< ...:i u ...; Fourier Faraday Maxwell Joule Darwin Virchow Bernard Mendel Cantor Dedekind Riemann Lobacheveki 43 �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The following schedules are taken from different years as indicated, but they are subject to continual revisions, corrections, and improvements as teaching experience indicates them. 1942-43 Clock-hours of Class-room Work Fourth Year Second Year Third Year First Year Assigned German Latin French Greek Exercises 20 hours 10 hours IO hours 40 hours Memorizing Grammar Grammar Grammar Grammar Paradigms 20 hours 20 hours 20 hours 10 hours Selections Goethe Baudelaire Virgil Euclid Hoelderlin Catullus Racine St. John Nietzsche Horace Plato 35 hours 20 hours 20 hours 5 hours Reading Bible Descartes Phaedrus St. John Double Texts Faust Latin-French Greek-Latin Greek-Latin Hegel 25 hours 50 hours 50 hours Translation and 50 hours Lessing Rousseau Virgil Plato Close Reading Schiller Social Aeneid IV Republic Contract 20 hours 20 hours 20 hours 20 hours Formal Logic Kant Boole Thomas Aristotle Treatises Hegel Laws of De Ente et Categories Thought Essentia Prior Analytics 30 hours 30 hours 30 hours Formal Logic 25 hours Kant Pascal Dante Selections Practice in Hegel Rousseau Thomas Anthology Analytical On Law Sophocles Commentary Thucydides Demostfienes 150 hours 150 hours 150 hours 150 hours Total 600 hours (Four years) LANGUAGE TUTORIALS DURING 1943-44 Clock-hours of Class-room Work Third Second First Year Year Year 45 1943-44-Continued Second Third Fourth Year Year Year 63 50' MATHEMATICS TUTORIALS DURING First Astronomy and Physics Year Astronomy ... 7 Mechanics and Hydrostatics. 9 Strength of Materials Heat Light. ' ' .. ' .......... . 50 20 25 CLOCK-HOURS OF LABORATORY WORK DURING 18 15 3 30 24 12 9 3 21 36 9 3 9 3 JS Chemistry General Inorganic Physical . Quahtative . Organic .. 33 33 6 45 12 227 1942-43 66 30 6 9 33 33 21 Total for four years of Laboratory in Physics and Astronomy ..... 54 21 279 60 15 15 27 3 9 3 !J Total for four years of Laboratory in Chemistry. Biology Anatomy and Physiology. Cellular Biology Heredity Embryolog}'. ........ ' Protozoo!ogy . 59 20 25 3 Total for four years of Physics in Mathematics Tutorials ....... . Physics and Astronomy Mechanical Drawing .. Astronomy. . ........ . Mechanics and Hydrostatics. Sound ... Heat Light. ... Electricity and Magnetism. Atomic Theory Total 120 15 Y!I 33 48 36 9 9 9 36 9 9 9 MATHEMATICS TUTORIALS DURING Mathematics Plane Geometry Solid Geometry Theory of Numbers .. Theory of Real Numbers. Trigonometry .... Analytic Geometry Calculus. Differential Equations Fourier Series Non-Euclidean Geometry Transfinite Numbers Projective Geometry 56 10 Fourth Year Total 68 12 8 4fl 30 30 17 g 25 19 l9 57 57 87 37 50 10 5 20 10 10 10 5 20 10 lO Total for four years of Mathematics in Mathematics Tutorials .. ;!l89 Total for four years of Laboratory in Biology. lH NoTE: One-fifth to one-fourth of the laboratory time is spent in lectures on assigned reading. The topics selected from the conventional subject-matters follow. For further information concerning standards, see Appendix B on Degree Requirements, page 71. Astronomy: Aristarchus, Star charts, Ptolemy, Copernicus, Kepler. Biology: Environment and health (Hippocrates); Form and locomotion of animals; Digestive and urogenital systems and other parts of female rabbit; Heart blood vessels in cat, living frog and turtle, sheep, and dogfish shark: Urogenital system of male cat; Other parts of dogfish shark and aquatic vertebrates; Fabrics of the animal body; Growth of animals and plants; Hydra; Genesis of animals; The Protozoa-animal taxonomy; Heredity in the pomage fly. �46 CATALOGUE OF ST JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Drawing: Orthographic projection; Perspective projection. Geometry: Euclid: 8; Apollonius: 5. l\1 usic: Intervals; Scales; Keys (the rest not yet planned in detail). Physics: Mechanics 15 (Archimedes, Galileo, Huygens, Newton); Surface tension, viscosity; Heat 4 (Joule, Fourier, etc.); Strength of materials 4 (Galileo); Light 14 (Newton, Huygens; telescope and microscope, diffraction and interference; spectra); Electricity 11 (Gilbert, Faraday, etc.). Chemistry: States of matter; W'ater-electrolysis, equivalent weight (Faraday); Conservation of mass, combustion, oxygen (Lavoisier); Hydrogen, acids; Combining proportions; Dalton's atomic theory; Gay-Lussac's law of volumes; Molecular weight; Avogadro's number; Dalton's law of partial pressures; Critical temperature; Diffusion; Osmosis; Sodium; Chlorine; Formulas; HCl; Valence; Hydroxides, ionization; Mendeleyev's Table; Colloids, atomic structure; Mass action; Equilibrium; Carbon compounds, paraffins, isomerism, bonds, hydrocarbons, alcohols, aldehydes, ketones, esters, ethers, sugars, etc.; Fifth Group of Periodic Table; Ammonia, proteins. SECOND YEAR-Continued 11. Conics as four-line loci 21. Music 12. Stereographic projection and star 22. Copernicus charts 23. Kepler 13. Stereographic projection and star 2·1. Prism colors and dispersion charts 25. Chromatic aberration of a lens 14. Astronomical sights 26. Geometrical characteristics of Ice15. Celestial machines land spar 16. Celestial machines 27. Double refraction 17. Sun and moon 28. Double refraction of polarized light 18. Gilbert's De Magnete 29. Speed of light 19. Music 30. Fluid pressure 20. Music The following is a list of laboratory exercises by years. 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 them. In the spring of 1947, the faculty adopted a revised laboratory schedule as the result of several years' experience. Therefore, the following list is printed for its historical interest only. For laboratory work projected during 1947-48, the student should consult the Dean. FIRST YEAR l. OrthogTaphic projection 2. Orthographic projection 3. Trisection of an angle 4. Areas .5. Plane, right angle, :ruler 6. Weight 7. Light Zl. Circles and regular polygons 9. Ratios IO. Lenses 11. Telescope and microscope 12. Compound ratio 13. Heat 14. Quadratic equations 15. Musical intervals and scales 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. The Greek diatonic scale The just scale and its uses The keys in music Environment and health Environment and health Form and locomotion of animals Photometry Solid figures Rectangular solids Aristarchus Archimedes' levers Machines Static equilibrium Floating bodies Metacenter SECOND YEAR l. Digestive system of rabbit 2. Urogenital system of female rabbit 3. Thoracic cavity, mouth, central nervous system 4. The parabola 5. Ellipse and hyperbola 6. Perspective projection 7. Perspective projection 8. Perspective projection 9. Focal points and light (floating paraboloid) IO. Parametric equations of ellipse 47 THIRD YEAR 33. Viscosity 34. Law of definite proportions, law of multiple proportions, Dalton's 4. Strength of beams atomic theory 5. l'alling bodies 35. Vibrations 6. Projectiles 36. Gay-Lussac's law of combining vol7. Sheep heart umes, molecular weight, Avo8. Blood vessels of cat gadro's number 9. Matter: crystalline state 37. Pressure-temperature relations 10. Blood vessels of cat 38. Dalton's law of partial pressures; 11. Boyle·s law steam distillation, vapor tension, 12. Living heart in frog and turtle critical temperature 13. Matter: liquid and gaseous states 39. Diffusion and osmosis 14. Smaller blood vessels in living frog 40. Magnetic fields 15. Urogenital systems of male cat 41. Sodium chloride: the active metal 16. Water and its properties, distillasodium tion 42. Sodium chloride: the active non17. Dogfish shark and aquatic vertemetal chlorine brates 43. Standard units in chemical reac18. Surface tension tions. Chemical notation, equa19. Dogfish shark and aquatic verte· tions, formulae brates 44. Faraday's laws of electrolysis 20. Dogfish shark and aquatic verte· 45. Acids in aqueous solution: HCI brates 46. Atomic and equivalent weights. Re· 21. Electrostatics duction and oxidation, valence 22. Electrolysis of water, Faraday's laws 47. Potentiometer 23. Electrolysis of water, equivalent 48. Metallic hydroxides and salts in weight aqueous solution. Neutralization 24. Rigid body equilibrium 49. Electromagnetic induction 25. Conservation of mass; filtration, 50. Ionization reduction with charcoal 51. Young's interference of light 26. Compound pendulum 52. Mendeleyev's Table 27. Lavoisier on calcination and com· 53. Spectrometer bustion; oxygen 5-1. Colloidal state 28. Atwood's machine 55. Music 29. Chemical reactions 56. Music 30. Conservation of momentum 57. Music 31. Centripetal force 32. Hydrogen, acids, oxidation and reduction l. Power of the vacuum 2. Strength of beams 3. Strength of beams �CATALOGUE OF ST. JOHN·s COLLEGE RESIDENCE AND ACTIVITIES "FOUR TH YEAR I. 2. 3. 4. Fabrics of the animal body Magnetic measurements Fabrics of the animal body Law of magnetic forces 5. Fabrics of the animal body 6. Standard measures of electric current 7. Fabrics of the animal body 8. Fabrics of the animal body 9. Fabrics of the animal body 10. Fabrics of the animal body 11. Fabrics of the animal body 12. Fabrics of the animal body 13. The structure of the atom 14. Law of mass action 15. Diffraction, interference 16. Chemical equilibrium I 7. Diffraction grating 18. Carbon and its compounds: I: the paraffins 19. II: Isomerism of organic compounds, the carbon-carbon double and triple bonds. Unsaturated hydrocarbons 20. Alcohols, aldehydes, ketones 21. Fabrics of the animal body 22. Fabrics of the animal body 23. Fabrics of the animal body 24. Fabrics of the animal body 25. Growth of animals and plants 26. Growth of animals and plants 27. Hydra 28. Hydra 29. Genesis of animals 30. Genesis of animals 31. Genesis of animals 32. Protozoa-animal taxonomy Protozoa-animal taxonomy Heredity in the pomage fly Heredity in the pomage fly Heredity in the pornage fly Spectral analysis Esters, their hydrolysis, mono- and di-basic acids, polyalcohol 39. Potentiometer, thermocouples 40. Ethers, acid anhydrides, hydroxyacids 41. Electromagnetic induction 42. Carbohydrates (sugars, starch, cellulose) 43. Joule's electric heat 44. Isocyctic, aromatic hydrocarbons; Cvclo-olefins, -paraffins 45. Fou;ier's heat analysis 46. The Fifth Group of the Periodic Table 47. Ammonia, amines, amino-acids, proteins 48. Music 49. Music 50. Music 33. 34. 35. 36. 37. 38. A college should be a community in which the student can discipline and develop his native powers, and at the same time learn how to associate with other people in such a way as to continue this development throughout life. Not only the curriculum at St. John's, but the arrangements for residence and extracurricular activities as well, are ordered to this purpose. 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 en joys are the spontaneous fruit of his increasing knowledge and maturity. Work and play are not set over against each other, so that the work of the curriculum is looked upon as drudgery to be endured until it is possible to get away to the movies. If this should be the case, life would indeed become meaningless and dull; and the hard work of the curriculum would be wasted. Rather, the discovery and choice of certain activities as enjoyable, and the rejection of other forms of recreation as silly or dull, follow as a free and natural consequence of the student's expanding abilities, and must be proportionate to them. Recreational activities have to derive their vitality from these newly developed powers which support them, or else they cease to be enjoyable. Thus recreation and play become an integral part of the student's life in this community. 49 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Athletics and Music The fruits of this maturing and developing process are found primarily in the keen, joyful moments of new discovery of ideas or unexpected insights and understandings. But this spontaneous play of the mind also extends to extracurricular activities and infuses them with their full measure of human enjoyment. This may take the form of a new light on the purposes and meaning of athletic games and sports; or it may find expression in a stimulated imagination which can produce creative writing for one of the College publications, or for significant interpretation of works of music. Since 19 39 athletics at St. John's have been organized on an intramural basis with active participation by more than eightyfive per cent of the student body.* With the aid of student athletic assistants who are experts in sports, the St. John's Athletic Director carries on a series of individual and team sports throughout the entire year. The athletic facilities include a well-equipped gymnasium, two large playing fields, tennis courts surfaced for all-weather playing, and a College boathouse with five sixteen foot sailboats. Excellence of performance in a wide variety of sports including sailing, tennis, handball, squash, badminton, boxing, swimming, baseball, basketball, fencing, lacrosse, and track is the instructional ideal and is recognized through a number of individual and team awards. Extracurricular music complements the musical part of the regular curriculum. Curricular music includes formal lectures on music, group readings and seminar discussions of musical scores, laboratory practice with stringed instruments, and concerts which take up part of the time otherwise devoted to formal lectures. The extracurricular music program makes available to a maximum number of students the opportunity of acquiring the necessary personal habits for the enjoyment of music. Orchestral and choral groups composed of members of the College and residents of Annapolis and surrounding territory meet for practice and give occasional concerts. The College provides a music center, containing a well-stocked library of recordings, sheet music and scores, a recording machine, an automatic phonograph, a grand piano, and a num- ber of orchestral instruments. Elsewhere on the campus are other pianos and phonographs available for student use. .50 * Reasons for the elimination of intercollegiate competition from the College athletic system are set out in detail in Appendix C. 51 The Student Polity The Student Polity, organized in 1945, of which all students are members, was instituted by the students for the following purposes, as outlined in its constitution: 1) to promote a conciousness in the student body of political and communal responsibilities to both the College and the civic communities, 2) to discover and submit to the College administration student opinion on all problems common to both the students and the College administration, 3) to establish minimal dormitory regulations, 4) t? review annually the activities of all student organizations and to grant charters to those organizations ,vhose activities are judged to be consistent with the aims of the College community, 5) to determine further, jointly with the College administration, the proper delegation of authority in the community. Other Extracurricular Activities Some student activities are really an extension of the curriculum: for example, the Bible Class, and Latin and Mathemati.cs Clubs in w~ich students and faculty pursue in greater detail problems raised by the seminar discussions of scientific ~hi~osophic~l, .and theological works. Other groups represen~ smular spec1ahzed pursuits in politics, law, medicine, language. ~he St. John's Collegian is a weekly student newspaper which reports and comments on the events in the community. ~he St .. John's Yearbo.ok is a student-edited yearly publicat10n which departs radically from the conventional year-book format. !n its present form it is a magazine whose purpose is to recapitulate and summarize the past academic year. The King William Players serve as a center for the readina of drama and poetry in general, as well as for the activiti~ of play production. The Variety Club, specialists in libel and slander, presents an annual comic revue satirizing the faculty and the College program, or other matters of current interest. The Social Co- �-~-, I ' CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 century seaport town of Annapolis. The town has the air and reputation of a romantic history. Actually it has a population of about fifteen thousand people who are occupied with fishing and shipping in the harbor, with the training of midshipmen in the Naval Academy, with governing the State of Maryland from the state government offices, and with the liberal education of young men 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 fifteen buildings on a tract of thirty-two acres. Five of these buildings are for student dormitory 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 houses to their seminar groups and their athletic teams. These small integrated communities within the larger college community teach the incoming student to accept and enforce restraints upon himself and also to make proper use of the help 53 and support that other students can give him in his college life. TI:e College has four tem~orary ?uildings on the campus, pr.ov1ded by. th~ Federal. Pubh: Housmg Authority, which con~am twelve family dwellmg unit.s. These units were provided in an ~~ort to take care of marned veteran students and their fanuhes. They are all occupied for the coming academic session. Dormitories All stud~nt~ not living at home are required to live in the College bmldmgs and to take their meals in the Colleg n· · Hall. e mmg . Eac~ dormi.tory room is provided with the necessary furniture, mcludmg a smgle bed with mattress, pillow, pillow cover and b~dspread, a chest of drawers, book shelves, Venetian blinds or wmdow shades, a study table, chairs, lamp, and a waste basket. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should :onsult ~is prospective roommate, if any, and his own good taste m P.lannmg room decoration. Freshmen are frequently assigned to smgle occupancy rooms. Old students s~ould apply for rooms before they leave for the summer vacat10n. Application blanks may be obtained from t~e Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New ~tudents ha~e rooms assigned to them tentatively from the ~s.SIStant Dean s office as soon as their applications for adm1ss10n have been accepted. Rooms in dormitories may not be occupied durincr vacations except by special permission. The dormitories will b0e open for occupancy at the beginning of each term as follows: For upperclassmen taking Annual Written Examinations from noon of the day before the Examination days. For freshi:ien from. noon of the day before registration day. For defimte dates m. 1947-48 see the College Calendar. The College maintains the care of the dormitories. There are stu~ent dormitory managers whose duty it is to report com~ plamts, to see that the dormitories are kept in order and to enforce the following regulations concerning break~ge and damage to College property: �54 CATALOGUE OF ST. JOHN'S COLLEGE Any damage to College property will be charged to th~ occupant or occupants of the room, or to the occupants of the dormitory, in which the damage occurs. . Each student must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged '!gainst this deposit according to ~e student's share of responsibility for the damage. The d~pos1t must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdraw~! ~r 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 occup_ants, any dormitory room and furniture which have been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. The Dining Hall . . The Dining Hall is maint~ined by ~he ~a~ager of the Dmmg Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reas~:mabl~ cost. The Dining Hall is closed when the College is not m sess10z:, except for single holidays; it will open for supper oi:i the da! JUSt preceding the beginning of each term; and dmner will not be served on the last day of each term. Infirmary Service A fully equipped Infirmary is ma~z:tained at ~e College. It is in the charge of the College Physician, two tramed nurses, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are £I:ee to t~ose who have paid their regular College fees. Medical services rendered by others than members of the College Infirma:y staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported prom~tly b~ the s~udent. Students suffering from contagious or mfect10us diseases must reside in the Infimary until discharged by the College Physician. The College Physician makes a daily report to the Dean. HOW TO APPLY FOR ADMISSION General The revolution which re-established the liberal arts curriculum in St. John's College in 1937 was a movement in the Republic of Education which anticipated the current crisis in world history. When the liberal arts were reinstated in the College, it was known that many of the contemporary educational conventions do not promote the most successful pursuit of the liberal arts, but the difficulty of the immediate task that faced the College, that of putting a liberal curriculum into operation, made advisable the postponement of the solutions of some of the more extrinsic problems. So, for the first six years, the conventional entrance requirement's were used. Then, in December, 1942, when it was clear that students in the Liberal Arts colleges were immediately needed for military duty, St. John's College decided to make its contribution to the w<1.r effort by offering its program to younger students in a schedule which would allow them to graduate before being called to military service. Beginning in July, 1943, a summer term was added to the regular schedule so that the four-year course could be completed in three calendar years; students were admitted at the beginning of any of the four terms during the year; the minimum entrance requirements were two years of high school work with a year of algebra, a year of plane geometry, and an introductory course in one foreign language. With the end of the war, St. John's now judges it possible and wise to relieve the strain of its wartime schedule by returning to its regular schedule, with no summer session and with admission of new students only at the beginning of the yearly session. Requirements A student is eligible for admission if he can provide evidence of his ability and preparation to pursue the St. John's program in terms of the following achievements: Credits for One and one-half years of algebra One year of plane geometry Two 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. The St. John's Entrance Examinations in arithmetic, algebra, plane geometry, English, and one foreign language, or 11. 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 teachet 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 Col'lege work; for instance, at the end of his second year of high school. CATALOGUE OF ST. JOHN'S COLLEGE 57 amination 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 Registrar. You are urgently invited to visit the College and to discuss further any problems that may need extra consideration. No Admission with Advanced Standing from Other Colleges Procedure I. 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 c~l~e.ge graduate who will be willing to accept the respons1b1hty for administering the examinations to you. We pay such persons th,e sum of five dollars which you pay us as ex- Students who wish to transfer to the St. John's program must register as freshmen for the four-year course; no advanced standing in the program is granted for other college credits. Admission before Graduation from High School The College is still eager to admit students who have not completed their formal four-year preparatory training, provided the student and his parents are persuaded that he is able and ready to undertake the responsibilities of a substantial program in the liberal arts. The presence of a large number of veterans will, for the next few years, make the d.ecision of a student to apply for entrance before finishing his high school course more hazardous. He should not make this decision without consultation with the Dean. Veterans' Educational Benefits St. John's College is approved and accredited by the Maryland State Board of Education and the Veterans Administration for the training of Veterans of World War II who are eligible to receive educational benefits under Public Law 346 (the Servicemen's Readjustment Act of 1944, or the "G.I. Bill") and �58 CATALOGUE OF ST. JOHN'S COLLEGE Public Law 16 (the Vocational R~~abili~ation Act). Under Public Law 346, the Veterans Admm1strat10n pays _t~ the College $500.00 for an academic session towards the tmtlon fee ?f the veteran student and to the veteran during the academic session $65.00 per month subsistence for single veterans an_d $90.00 per month for those with dependent~. l!1:1de: Public Law 16, veterans who qualify by reason of d1s_ab1h~y mcur~e~ in service are provided tuition fees and supph~s 1~ith_ a m1mmum subsistence of $105.00 per month, hosp1tahzatlon, and additional allowances for dependents. ·. · h Veterans who contemplate reg1stermg at St. Jo. n ' s Colleo-e o are urged to file their app~ications ~nder Public L_aw 346 accompanied by certified copies of service rec_ord and discharge with their local Veterans Administration Reg10nal Office before coming to College, so that their programs may be approved and benefits begin as of the day they_ register at _tl~e . C:ollege. The Regional Office will issue a Certificate of Ehg1b1hty and Entitlement which the veteran will sign and turn over to the Treasurer for certification of his admission and enrollmenL If the veteran cannot make application to the Veterans Administration Regional Office before arrival he may apply at the College on a form supplied by the Treasurer:s Office whe~ he registers. This application m1:st be accompamed by a certified copy of service record and discharge. Veterans desiring benefits under Public Law 16 must apply directly to the Veterans Administration, and because of the time required for consideration and approval, should do so as early as possible. 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. Rising costs of operation for the College have prevented it from realizing this aim or principle. In order to meet in part these rising costs, St. John's College has established the fee for tuition and residence at $1, 100 for all students enrolling in the College in the fall of 194 7 or thereafter. The College still relies upon other sources of income, principally support by private individuals, and by th\e public through State Appropriations for four purposes: dosing the gap between operating expense and operating income, financial aid to students who are not able to pay the full costs, additions to College buildings and equipment, and increasing of the small College endowment. 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 $50 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 1947, the fixed annual fees for all students for each year are as follows: Tuition . Residence ............ .......... Total ... .$650.00 450.00 ... $1,100.00 59 �60 CATALOGUE OF ST. JOHN'S COLLEGE These fees are payable in full on registration in S~pte~ber or if preferred, in three installments: one-half on reg1strat~on, o~e-fourth on January 5, and the remaining fourth on ~pnl 5. On registering, the student must procure a T_reasurer s Ca_rd showing that fees have been paid or that smtable ~nanoal · arrangements have b een ma d e, in ord er to be admitted to . classes, dormitories, the dining hall, the library, gymnasmm or infirmary. Payment of Bills Bills for College fees are presented directly ~o the student, and the student assumes responsibility for their payment on the dates due. 61 Deferred Payment of Fees There is available to those students, veterans and nonveterans, and their parents who are unable to meet the College fees in accordance 1vith the regular schedule a deferred tuition plan, which provides for payment in equal in~tallments 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. Payment of Fees by Veteran Students Refunds on Fees If a student has paid any installment on his fees beyond _the dates on which installments are due (September reg1strat10n, January 5, April 5, and withdraws from College for any cause whatever, such advance payment shall be refunded. But no installment already due shall be refunded, :regardless of the cause of withdrawal. . The College is not in business and does not regard itself as sellino- instruction or food or lodging to students. Its fees can best be understood by the student if he regards t~em as membership dues. These dues help the College to prov1d~, not only instruction, food, and lodging, but also proper ~e?1cal_ supervision, athletic facilities, and whatever othe: cond1t10n~ it finds best adapted to forward the common learmng enterpnse. Caution Money Each student must make a deposit of $10.00 with the Treasurer on registration, subject to charges for laboratory ~reak­ age and damage to College proper~y. The ~mount of ~lus deposit must be maintained ~t a~l times durmg the session. A refund check for this deposit will be sent to the s_tudent upon . nnd ~f '"'~" ._....._w.;;~......, requeSl af•e-' ·he ...;_, , v o..Ai:. J ~<>~eion or after withdrawal or l Ll graduation from College. Except for the caut10n money deposit, which is refundable after the close of the college year, the College has no extra fees. .i CATALOGUE OF ST. JOHN'S COLLEGE - • For the veterans who have qualified to receive educational benefits under Public Law 346, the Veterans Administration pays to the College $500.00 for the academic session towards the tuition fee of $650.00. The balance of this fee, amounting to $150.00, and the residence fee of $450.00, or a total of $600.00, is the direct responsibility of the veteran and must be paid by him to the College. However, the College has arranged a schedule of monthly payments of this balance, whereby the veteran is enabled to use his monthly subsistence payment from the Veterans Administration to meet in part his monthly payment to the College. In the case of a single veteran who receives $65.00 per month subsistence, or approximately $585.00 for the academic session of 9 months, the monthly payments to the College will be slightly in excess of his subsistence payments since his total balance due on fees to be paid to the College by him is $600.00 for the academic session. For the veteran qualified to receive educational benefits under Public Law 16, the Veterans Administration will pay to the College the tuition fee of the veteran student and charges for books and supplies. The veteran will be directly responsible for payment to the College of the fee for residence, which can also be paid in monthly installments timed to coincide with his monthly subsistence checks. The veteran qualified under Public Law 346 may elect to have the Veterans Administration pay the excess of tuition �62 CATALOGUE OF ST. JOHN'S COLLEGE over $500.00 or $150.00, by surrendering entitlement at the rate of one day for each $2.10 of such excess costs. Such an election by the veteran would mean that his period of entitlement would be reduced by approximately 71 days for one academic session. The veteran may also elect to have the Veterans Administration pay for books and supplies for each year up to a total charge of $50.00 under the same plan. A form to take advantage of this plan is available at the Treasurer's Office upon registration. FINANCIAL AID College Aid Students unable to pay the full cost of their education may get assistance from the College. If the total assistance which a student needs for three terms amounts to not more than $200, the College will undertake to advance him a loan of the amount required and to find him employment at the College that will yield him sufficient wages to repay his loan during the period for which the money is needed. These loans do not bear interest, Since the available amounts of both work and money are limited, only students who could not otherwise meet their College expenses should apply for assistance. The procedure for obtaining a loan from the •Student Aid Fund of the College is to sign a loan agreement by which the student engages himself to repay his loan as fast as his capacity to earn money will permit. As fast as he makes payments on this loan, new and smaller loan agreements will be substituted for the one the Student Aid Fund holds. The privilege of borrowing from the Student Aid Fund is reserved to those who perform satisfactorily for the College the work for which they receive wages and for those who curta.il their loan promptly to the limit which their wages will permit. If the total assistance needed for the academic year amounts to more than $200, the College will either make up the excess by an outright grant from the Student Aid Fund or else reject the application altogether. This practice is based on the experience that in most cases $200 is all the student can earn without endangering his studies and on the College's belief that it is undesirable that its members should graduate with a burden of debt to the College. Outright grants are made only where aid is so clearly needed and merited that the College can successfully appeal for donations to persons who are strangers to the applicant. The Committe on Aid will reject all applications, whether for loans and employment or for outright grants, which do not clearly demonstrate that all local sources have been thoroughly canvassed. The Committee has the grave responsibility of 63 �CATALOGUE 01' ST. JOHN'S COLLEGE administering justly a common financial resource of the community of scholars which the applicant seeks to join. It therefore subjects each case to a thorough investigation and it cannot initiate this investigation until the student aid blank has been filled out fully, dearly, and accurately, and with sufficient detail to enable a judgment to be made. All students hold aid, whether loan and employment or money grant, only on condition that they maintain good academic standing. Application for aid should be made at the time the formal application for admission is forwarded to the Registrar. 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 ahe_ady at the College, for the remainder of his course to graduat10n, In all counties and legislative districts the competitive examinations are administered by the respective county or city School Boards, and reports are rendered to the respective Senators who make the formal appointments. The College supplies the examinations and grades the papers in all except two counties, Montgomery and Prince George's, where the School Boards examine candidates and report directly to each Senator. All appointments are conditional upon admission of the candidate to the College. The procedure for application, examination, and appointment to State scholarships is as follows: l. Candidates, who must be residents of the county or district that has an open scholarship, should watch the newspapers for the announcement of the time and place of the examination and apply to the local School Board for examination. 2, Candid3',tes ~hould mpply to thefr 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. CATALOGUE OF ST. JOHN'S COLLEGE 65 Schofar,ships Awarded by the College THE PHILIP A. MYERS, H, SCHOLARSHIP To be awarded annually, the income from $10,000, the gift of Philip A. Myers, II, Class of 1938. THE CLIFTON c. ROEHLE SCHOLARSHIP To be awarded in tuition, the income from $6,000, the bequest of Mrs. Anna M. D. Roehle, in memory of her son, Clifton C. Roehle. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of $30.00 to be applied to the cost of tuition. THE FRIEDRICH JONATHAN voN ScHWERDTNER SCHOLARSHIP To be awarded in tuition, to some deserving student, the income fram the bequest offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. Scholarships Awarded by Patriotic Societies THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship is applied to tuition and residence fees, in accordance with the needs of the student selected, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Applications should be addressed directly to Mrs. Sidney Cox, Smithfield, Virginia. SCHOLARSHIP OF THE COLONIAL DAMES OF AMERICA Applicants for this scholarship are expected to submit evidence that they are of colonial descent and that they themselves revere the ideals and standards of their forbears. Appli- �66 CATALOGUE OF ST. JOHN'S COLLEGE canon should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Henry 0. Milliken, 421East6lst Street, New York City. Scholarships at Other Institutions for St. John's Students APPENDIX A A SHORT EDUCATIONAL HISTORY OF ST. JOHN'S COLLEGE small arts college for men, ST.ItJOHN'S COLLEGE is aand hasliberal so since its founding. is non-denominational, been It has never been coeducational. It maintains no graduate or pro- 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. fessional schools. It is the third oldest college in the United States. 1696 King William's School, first public free school on the American Continent, founded in accordance with the following Petitionary Act of the General Assembly of colonial Maryland: A Petitionary act for free-schools. Lib. LL. No. 2, fol. 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. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July 1-9, 1696. 67 �CATALOGUE 01'' ST. JOHN'S COLLEGE 68 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. 1785 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 civ_il ~nd religious, with usefulness and reputation, and such mstltutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, That a college or general seminary of learning, by the name of Saint John's, be established on the said Western Shore, upon the following fundamental and inviolable principles, namely: first, said college shall be founded and maintained forever, upon a most liberal plan, for the benefit of y~uth 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 civi_l _test, or wi~out their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall preference be given in the choice of a principal, vice-principal, or other professor, master, or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. . . . . The petition for this Charter was signed by William Paca• and others. 69 James Brice John Allen Thomas Gustavus R. Brown Edward Gantt Clement Hill Richard Sprigg Charles Carroll of Carrollton • Jeremiah T. Chase Charles Wallace John Carroll, D.D. First Principal of St. John's College, Dr. John McDowell. 1786 The property, funds, masters, and students of King William's School conveyed by an Act of the General Assembly to St. John's College. Reverend Ralph Higginbotham, Master of King William's School, became Vice Principal of St. John's College. Two members of the Board of Visitors and Governors of King William's School became Visitors and Governors of St. John's College 1791 George Washington visits St. John's College. To the Faculty of St. John's College: Gentlemen: The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me), with the hope of an early and at the same time mature manhood. You will do justice to the sentiments which your kind regard toward me inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youths who are favored with your care. ANNAPOLIS, April 17, 1791. • Signer of the Declaration of Independence • Signers of the Declaration of Independence. GEOltGE WASHINGTON �--------------70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1868 1796 Graduation of Francis Scott Key, District Attorney of the United States; author of The Star Spangled Banner. 1799 Graduation of George Washington Parke Custis, step-grandson of George Washington. Fairfax and Lawrence Washington, nephews of George 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 Second l'ear Greek Homer Hesiod Tragedies Latin Juvenal Cicero Mathematics Plane Geometry Solid Geometry Logarithms Trigonometry Third Year Greek Minor Poets Latin Tacitus Mathematics Applications of Trigonometry Conic Sections Chemistry Natural Philosophy Elements of Criticism Fourth Year Latin Horace Natural Philosophy Logic Astronomy Geology Civil Engineering American History Political Economy Natural Theology English Composition and Declamation in all four years. Modern Languages by special arrangement in addition. Curriculum during Principalship of James C. Welling. First Year Greek Homer Herodotus Latin Virgil Cicero Livy Horace Mathematics Algebra Geometry English Second Year Greek Xenophon Plato Euripides Lucian Latin 19th Century Literature Horace Cicero Terence Mathematics Logarithms Trigonometry Solid Geometry English Shakespeare 18th Century Literature 1 hird Year Greek Plato iEschylus Thucydides Sophocles Latin Cicero Juvenal Plautus English Shakespeare Spencer Taylor Hooker Milton Mathematics Theory of Equations Analytic Geometry Descriptive Geometry Use of Instruments Natural Philosophy Chemistry Historical Methods 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 Analytic Geometry Montesquieu Calculus Kant Mechanics De Tocqueville Natural Philosophy Adam Smith Astronomy Fichte Logic Hegel Evidence of Christianity Buckle Lecky Malthus Mill Butler �CATALOGUE OF ST. JOHN'S COLLEGE 72 1886-1923 Presidency of Thomas Fell. A curriculum of Block Electives and Military Training. I. 2. 3. 4. Classical Course leading to the B. A. Degree. Latin Scientific Course leading to the B. L. Degree Scientific Course leading to the B. S. Degree Mechanical Engineering Course leading to the M. E. Degree 1923-1937 Period of Progressive Studies under the Open Elective System. 1937 Restoration of the traditional program of Classics and Liberal Arts unique in American colleges of today. APPENDIX B THE DEGREE OF BACHELOR OF ARTS AT ST. JOHN'S COLLEGE Just as institutions are necessary for the 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: I. Knowledge of the contents of the required books in the list. 2. Competence in mathematics through the elementary calculus. 3. A reading knowledge of at least two foreign languages. 4. Four hundred and fifty hours of laboratory training. Now, since students are of different capacities, and since colleges of liberal arts, of all institutions of learning, are called upon to judge not only of the attainments of their students but also of their progress, it therefore seems wise that St. John's College offer three degrees: namely, Bachelor of Arts magna cum laude, Bachelor of Arts cum laude, Bachelor of Arts rite. The first to be awarded to those students who, in the opinion of the faculty, are judged satisfactory both in attainments and progress, and capable of pursuing their work in Law, Medicine and Theology or in the graduate schools of language and literature, mathematics, the natural sciences, and logic and metaphysics. The third to be awarded to those students who, in the opinion of the faculty, have made sufficient progress in the intellectual virtues to warrant recognition by the college, but on whose actual powers of operation in the several arts and sciences and therefore on whose actual capacity for advancing further in professional or graduate schools, the faculty declines to make a final judgment. The second degree represents a less eminent case of the first. In awarding degrees, the faculty must set up ways and means of reaching decisions. To this end the following stipulations are made: At the end of his third year, the student must stand four written enabling examinations, one in language, one in mathematics, two in 73 Preamble Degrees Ways & 1'1eans Enab~ing examinations �74 Petition Disser· tation (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 the 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 (1) 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 75 year, the student may request more time to prepare and subm"t h" disser.ta~ion for the apprthoval of the faculty. He may even re~ue~: 11 perm~ss10n to retur_n to e co .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: 1. To formulate and administer the Enabling Examinations which are to be given in September. 2. To accept and approve projects for the final dissertation. Such projects must be prepared and formulated by each candidate with the help of a faculty adviser. 3. To read and accept the final dissertation, to administer the final examination, and to recommend candidates for degrees. Disser- tation (particu· Iar) Examining Board 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 Social 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. Witl;t the former, distinctions I /I I I I ii ti ii �CATALOGUE OF ST. JOHN'S COLLEGE 76 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 Sonorneter Disk siren with clock and counter Thermometer Magnetic compass Coulombmeter Tangent galvanometer Dioptra Astrolabe Micrometer microscope Spectrometer with minimum deviation prism The examination in laboratory will be in two parts. In one the student will be asked to make certain 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 PROGRAMS. SERIES ll, NO. J From Station WFBR in Baltimore, Nov. 20, 19J8 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 dose 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 :::oaches from criticism if they lost games by refusing to hire athletes. l was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work. Yet I should have known this by analogy. I had 77 �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE known countless students who withdrew from intercollegiate athletics 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 athletics, which at its most professionalized is a lot better thing to fill idle time with than some other things I know. But suppose there isn't any idle time? Suppose there is just enough leisure time for healthful outdoor games? Then every athletic trip becomes a crisis and not what is known as an "athletic excuse." For students who are 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 undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer dear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won't meet them had better keep out. That big business substitutes spectator psychosis for actual participation, cheering sections for playing teams, an orgy of sportsgoods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism 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, these 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 of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities ~ good country club offers. Every game we now play we shall contmue to play, except that the six-man football we started this year will replace the standard game. In addition we want to exRand water sport~, with particular emphasis on sailing. The alumm have already given us one sailboat; we shall acquire five more. Finally, it is essential, not only that games be played at the College b~t that they b: well played. A tutor with wide athletic experience will be placed m 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 Iegiti1?ate use to whic? athletic scholarships have been put by an American college. I thmk you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. . Soo?er ~r later, I ~ope soon~r, t~e present system of semi-profess10nahzed mtercolleg1ate athletics will hang itself. When it does, the proble~s 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. 79 �CATALOGUE OF ST. JOHN'S COLLEGE BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ADLER, MORTIMER J.: The Crisis in Contemporary Education, The Social Frontier, February 1939. IIARR, STRINGFELLow: The A.rt 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, !944. -----: 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-U, 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. -----: 81 DEWEY, JOHN: Challenge to Liberal Thought, Fortune, August 1944. HooK, SIDNEY: Ballyhoo at St. John's Part I "Educati"on · R ' • in etreat " and Part II, "The 'Great Books' and Progressive Teaching" The N May 27 and June 3, 1944. ' ew eader, L 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 A · 1 November, 1944. Edited by Alonzo Myers. ppraisa' LIFE MAGAZINE: The Classics-At St. John's They Come into Their Own Once More, February 5, 1940. LIPPMA.NN, WALTER: Crisis and Reform in Education, The New York Herald Tnbune, February 15, 1943. -----: The St. John's Program, The New York Herald Tribune December 27, 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 Woman, 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. Liberal Arts for Catholics, The Commonweal, April 14, 1944. CLEVELAND, RICHARD F.: The St. John's College Program, The Daily Reco:rd, Baltimore, Md., March 23, 1938. 80 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J.: How to Read a Book-or the Art of Getting a Liberal Edi:cation, Simon & Schust_e~, 1940. A book expounding the techniques by which adult groups or md1v1duals can come to terms with the great books. �CATALOGUE OF ST. JOHN'S COLLEGE 82 AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with. forewords by John Erskine and Everett Dean Martin. One of the book. lists out of which the St. John's program grew, this pamphl~t co~tams valuable secondary bibliographical material. It was first published m 1927 by the American Library Association for the use of adult classes. 1944. HUTCHINS, ROBERT M.: Education for Freedom, Louisiana State University Press, 1943. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 194!1. MEIKLEJOHN, ALEXANDER: Education betU/een Two Worlds, Harper & Brothers, 1942. RICHARDS, I. A.; How to Read a Page, W. W. Norton, 1942. Still more detailed techniques of reading. VAN DOREN, MARK: Liberal Education, Henry Holt 8c Co., 1943. STUDENTS ENROLLED IN ST. JOHN'S COLLEGE 1946-47 FOURTH YEAR-CLASS OF 1947 Irving Victor Abb ............................ Frederick Stephen Gordon Benedict. .................... Scarborough, New y ork Stephen Windsor Bergen ...................... St. Albans, New York Nicholas Daniel Bonadies ..................... Winsted, Connecticut Robert F. G. Bunting ................. , ....... Baltimore Tristram Joseph Campbell, Jr.................. Old Orchard Beach, Maine John Scott Desjardins ........................ Scarsdale, New York Julian Abbott Dorf. .......................... Chestertown William Paul Elliott ......................... Aurora, Illinois Theodor~ David Ernst. ....................... Cordova Edward Maurice Godschalk ................... Montclair, New Jersey Allen Abbey Goldstein ....................... Baltimore John Gormly ................................. Sewickley, Pennsylvania Carl Schlee Hammen ......................... Linkwood William Edwin Harris ........................ Saginaw, Michigan Joseph Francis Hollywood, Jr. ................. New York, New York Richard Eagleston Jameson ................... Fallston Joseph Ignatius Killorin, Jr................... Savannah, Georgi.a Casimir T. Krol. ............................. Chicago, Illinois Henry Resolved Mack ........................ Dover, Delaware John Mathew Morgan ........................ Toledo, Ohio Robert Wilson Mueller ....................... Milwaukee, Wisconsin Charles Arthur Nelson ........................ Berwyn, Illinois John Newton Lindsay Opie ................... Alexandria, Virginia Rowell Anton von Magi us Schleicher .......... Forest Hills, New York .James Willard Sharp ......................... Freeland, Pennsylvania Haven Ely Simmons .......................... Cedar Rapids, Iowa William Gideon Spohn, Jr..................... Baltimore Herbert Willard Stern ........................ Philadelphia, Pennsylvania 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 Henry Theodore Wensel, Jr. ................. Chevy Chase Andrew Shreffler Witwer, Jr. .................. Joliet, Illinois Warren Seymour Zeik ......................... Bayonne, New Jersey THIRD YEAR-CLASS OF 1948 Rogers Garland Albritton ..................... Chevy Chase Gerald Atterbury ............................. Annapolis Earl Secord Bauder, Jr........................ Lancaster, Pennsylvania Samuel Bancroft Bird, Jr. .................... Wilmington, Delaware Donald Grant Bounds ........................ Salisbury William Hurst Brubeck ....................... Annapolis William Chester Buchanan, Jr................ East Lansing, Michigan Ray Charles Cave ............................ Aberdeen Proving Ground Theodore Willes Clark ....................... White Plains, New York 83 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Peter Clogher ................................ Englewood, New J er_sey Robert Mitchell Courtright. ................... Sumter, South Caroh~a Robert Orval Davis .......................... Scottdale, Pennsylvama Vernon E. Derr. ............................. Baltimore David Dobreer ............................... Los Angeles, California Alan Eckhart. ............................... Winnetka, Illinois Donald Semadeni Elliott. ..................... Lutherville Henry Raymond Freeman, III. ................ Sewickley, Pennsylvania Alvin Fross .................................. Bayonne, New Jersey Clarence Westcott Gallup, Jr. ................. Englewood, New Jersey John Parker Gilbert .......................... Vineyard. Haven, Massachusetts William Michael Goldsmith ................... Forest }Iills, New York Bernet George Hammel. ...................... Orange, New Jersey Earl Judson Hendrickson ...................... Baltimore Chester Peter Hewitt .......................... Woodmere, New York David Abbey Hooker ......................... Tucson, Arizona Christian Arneson Hovde ..................... New York, New York H. B. Gerald Hoxby .......................... Mariemont, Ohio Donald Stanley Kaplan ........................ Groton, Conecticut Michael Christopher Keane ................... Brooklyn, New York Arthur David Kelso, Jr. ...................... Linthicum Heights . Lawrence Leslie Levin ....................... West Hartford, Connecticut David Barrington Lowdenslager ............... Baltimore John Duncan Mack .......................... New Yor~, New York Charles Ferris Maikoffske ..................... Pleasantville, New York Alan Schutz Maremont. ...................... Chicago, Illinois Jack Lancaster Mason ........................ Harve de Grace Richard Lewis Matteson ...................... Frostburg Clarence Robert Morris, Jr................... Austin, Texas Oswald Nagler .............................. Perry Point Jules Olympio Pagano ........................ New York, N~w :ork Morris Albert Parslow ........................ Muskegon, Michigan Milton Perlman ............................. Memphis, Tennessee William Warfield Ross ........................ Bethesda Robert Julian Scolnik ....................... New York,_New York "\Villiam Westerman Simmons ................ Cedar Rapids, Iowa John Calvin Smedley ........................ Annapolis . . Langford Wheaton Smith, Jr. ................. Berkeley'. Cahforma William Kyle Smith, Jr...................... Annapolis Robert Lee Sterling .......................... Crisfield Stephen Wayne Terry, Jr. ..................... Indianapolis, Indiana Robert Treat Thompson ..................... Oakland, California . Gene Perkins Thornton ...................... Greensboro, North Carolma George Robert Trimble, Jr.................... North East George Montgomery Vansant. ................ Hyattsville James Rodney Whetstone ..................... Denver, Colorado Robert Charles Wilson ...................... New York, New York Charles Crittendon Baldwin, Jr ................ Flushing, New York Teddy Franklyn Betts ........................ Newport News, Virginia Aaron M. Bisberg ............................ Annapolis Eugene Bokras .............................. Peekskill, New York Daniel Brockhuizen .......................... Saddle River, New Jersey Jonathan Erskine Brooks ..................... Rocky River, Ohio Peter F. Buri ................................ Eau Claire, Wisconsin Robert Whitehouse Burnet. ................. New Rochelle, New York Philip Albert Camponeschi ................... Baltimore Jerome Herbert Cantor ....................... Boston, Massachusetts George Warton Carden ....................... Upper Marlboro James Watson Conrad ............ ." ........... Wilkinsburg, Pennsylvania Clark Ralph Cridland, Jr..................... Michigan City, Indiana George Howell Daffer ........................ Arlington, Virginia Edward Francis Daley, Jr...................... Bridgeport, Connecticut Peter John Davies ........................... New York, New York Frederick Parsons Davis ...................... Hopkins, Minnesota Andrew Dewing ............................ Wellesley, Massachusetts Rudolph C. Ellsworth, II ..................... Chicago, Illinois Charles Thomas Eunick, Jr.................... Westminster Paul Carlyle Evans ........................... Syracuse, New York Robert Dixon Fox ............................ Bowling Green, Kentucky John Anthony Franken ....................... New York, New York Paul Albert Frasca ........................... Flushing, New York Alan Lawrence Gargle ........................ Brooklyn, New York Donald Claude Gooch ........................ Abbeville, Louisiana Richard Scott Harris ......................... Saginaw, Michigan John P. Hayden .............................. Chevy Chase E. Bennette Henson, Jr. ...................... Charleston, West Virginia William Crawford Hill ....................... Pueblo, Colorado Allan Paul Hoffman ......................... Lawrence, New York Harold J. Hyden ............................ Tulsa, Oklahoma Chester Arthur Johnson ...................... Wellesley, Massachusetts Rowland Alfred Jones ........................ Irwin, Pennsylvania Ralph Hall Keeney ........................... Providence, Rhode Island Percival Cleveland Keith, Jr ................... Peapack, New Jersey Wayne Sefton Kerwood ........ ·'· ............. Fairfax, Virginia Jack Konigsberg ............................. Brooklyn, New York Clarence J. Kramer ........................... Muskegon, Michigan Ian Campbell Lea ........................... Lake Bluff, Illinois William Reynolds Lieb .................. , .... Rancho Santa Fe, California John James Lobell ........................... Baltimore Thomas Delmar Lyne ....................... New York, New York Vincen.t Wood McKay ........................ Montgomery, West Virginia Gordon E. McNamee ......................... Kensington Peter Kirkham MacNaughton ................. El Paso, Texas John Richard Maguire ....................... New Rochelle, New York Ellis Wooster Manning, Jr.................... Brinklow Robert Irwin Marshall ....................... Chicago, Illinois Edward Hector Mongeau ..................... Fall River, Massachusetts Joseph Parker Morray ........................ Chicago, Illinois Alexander Beauregard Morse .................. Washington, District of Columbia Reinardo Patrick Louis Moure ................ LaPlata David Burke Rea ............................. Three Rivers, Michigan 84 SECOND YEAR-CLASS OF 1949 Clarence Alfred Anderson, II ................. Randolph, New York Robert Lord Arner. .......................... Washington, District of Columbia Robert John Austin .......................... Antwerp, New York Herbert Joseph Baer, Jr. ..................... Hamburg, New York 85 �86 CATALOGUE OF ST. JOHN'S COLLEGE Lynn Homer Robinson ....................... Morrisville, New York Michael Lee Rourke ......................... Los Angeles, California James Pedro Salinas. . . . . . . ................ Baltimore Bradley Johnson Saunders, Jr. ................ Kansas City, Missouri Allen Polk Schoolfield, Jr.. . ............ Pocomoke City Lawrence Holt Sherman. . .............. Garden City, New York Bruce Harris Sinkey... . . ............. Maplewood, New Jersey Lionel Spencer Starer..... . ............... Utica, New York Eric Albert Teel. . ................ Lansing, Michigan John Henry Thomas .......................... Racine, Wisconsin Richard Van der Voort ...................... Pittsburgh, Pennsylvania .John Campbell Wakefield ..................... Washington, District of Columbia John Calvin ·wallace ......................... Chevy Chase Guy Oliver Walser, Jr ........................ Sayville, New York David Baer Weinstein............ . ...... Brooklyn, New York Terry Hutchison Wells. . . . . . . . . . . . . Evanston, Illinois John Scott Woodward. . . . . . . . . . . . . . ... Coldwater, Michigan Richard Weston Young ....................... Winter Hill, Massachusetts FIRST YEAR-CLASS OF 1950 Joseph Mayer Ablow. . .... Salem, Massachusetts James William Archer ....................... Frametown, West Virginia Ernest Lynn Bartle ........................... Hagerstown Frederick James Beardsley .................... Baltimore Leod Daw Becker, Jr. ........................ Milford, New Jersey Donald Lewis Breen. . . . . . . . . Baltimore Alan Burruss Brinkley. . .. Lynchburg, Virginia Philip Sheridan Burns. . Lo~ Angele~, California . Jack Carr .. Philadelphia, Pennsylvania George Barton Case. . . .. Cumberland John Lewis Caswell, Jr.. . ................. Kensington .John Summerfield Clark. . . .................. Baconton, Georgia Milton Stearns Clifton ........................ Bellingham, Washington Bernard Smith Clorety. . ... Los Angeles, California George Harris Collingwood, Jr.. . . V\Tashington, District of Columbia Richard Tower Congdon. .Auburn, New York Joseph ·william Cooper.. . ...... New York, New York Patrick Darrell Davi£. . ...... Washington, District of Columbia Richard Holmes Davis ....................... Chicago, Illinois ·wmiarn Curwen Davis. . . ................. Scranton, Pennsylvania Edmond Everett DiTullio. . ................ Little Neck, New York Matson Glenn Ewell.. . ............... Rochester, New York Herbert Selig Feinberg. . ............... Edgewood, Pennsylvania Edward Fershau .. Brooklyn, New York V\/. Bernard Fleischmann. . .Baltimore James Hartwell Frame. . .. Wichita Falls, Texas Thomas George Fromme. . . Bellevue, Kentucky John Robinson Garland.. . .. Maplewood, New Jersey Charl-es Francis Gentile .. . Barrington, Ne'v Jersey Robert Lawrence Goldberg. . ............... Chicago, Illinois Robert Allen Goldwin. . . . ....... Miami Beach, Florida Theodore ·william Hendricks, Jr ............... Baltimore Ralph Jefferson Herrod... . ......... Chicago, Illinois CATALOGUE OF ST. JOHN'S COLLEGE 87 Henry Booth Higman ........................ Millington Robert Stanley Hodnefield .................... Hermosa Beach, California George Hofrichter ........................... Suffern, New York Irwin Thomas Hunt. ........................ New York, New York Robert Norikiyo Ikari ........................ Honolulu, Territory of Hawaii Michael Max Jackson ......................... Carmel, California Harry Herman Kaste ......................... Newaygo, Michigan Carroll Montgomery Keith .................... Baltimore Francis William Kelso ........................ Linthicum David Henry Kuh ............................ Winnetka, Illinois Jerome Gabriel Lansner ...................... New York, New York Donald Luis Leavin .......................... New York, New York Charles David Lewis, Jr...................... -New York, New York Charles Ranlet Lincoln ....................... Alexandria, Virginia John J. Logue .............................. Philadelphia, Pennsylvania Paul David Malchenson ....................... Hagerstown Burnside Eastman Martin ..................... Northampton, Massachusetts Thomas John Meyers ......................... Bridgeton, New Jersey George Bertram Miller, Jr .................... Watertown, New York Michel Mok, II. . ........................ New York, New York Chester Gilbert Moore, Jr. .................... Chicago, Illinois Benjamin Moskowitz ........................ Bayonne, New Jersey .Joseph Louis Nadler ......................... Brooklyn, New York James Herbert Riggs, Jr ...................... Omaha, Nebraska Edward Joseph Roethel. ..................... Brooklyn, New York John William Sanborn ....................... Everett, Massachusetts Frederick Ernest Schuchman, Jr ............... Pittsburgh, Pennsylvania Earl Broadus Short, Jr. ....................... Petersburg, Virginia Thomas King Simpson. . . . . . . . . . . . ....... Glens Falls, New York John Marquis Smith .......................... Cherryvale, Kansas Philip Hartley Smith ........................ Woodstock, Ohio Robert Norman Sperber ...................... New York, New York John Sterrett . . . . . . . . . . . . . . . . . . . . . . ... Topeka, Kansas David Corbin Streett, H. . . . . . . . . . . . . . . ... Baltimore Tylden Westcott Streett ....................... Baltimore Robert Drake Taylor ......................... Grosse Ile, Michigan George Henry Thanhardt. . . . . . . . . ......... LaPorte, Indiana Robert Alfred Thomas. . ........ Littleton, Colorado George Edward Thornton. . . . . . .... Holyoke, Massachusetts Ralph Edward Tompkins. .......... . Annapolis Robert Theodore Townsend. . Billings, Montana George Usdansky .. Springdale, Massachusetts Larry Kalman Volin. . ................ Washington, District of Columbia Joseph Seeds Warhurst...... . . . . . . . . . . . . . . Lyndhurst, New Jersey Peter Anthony Whipple. . . . . . . . . . . . . . . . . . . . Catonsville Irwin Herman Widder ....................... New York, New York John Letcher Williams ....................... Sacramento, California Graham DeVoue Williford .................... Fairfield, Texas Myron Lee Wolbarsht ........................ Baltimore William Orem Wollin ........................ Los Gatos, California Edward John York... . ............... Shaker Heights, Ohio Marvin Zetterbaum ...................... New York, New York �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CLASS OF 1947 SUMMARY OF ENROLLMENT ............... Fourth Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Year ................ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Second Year ............... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ......................... First Year ................................. Total in College ................ ······ - · · · · · · · · · · · · · · · · · · · 36 56 76 85 ... 253 DEGREES CONFERRED JUNE 9, 1947 Rite Stephen Gordon Benedict. . Scarborough, New York Tristram Joseph Campbell, Jr.. . . . .Old Orchard Beach, Maine William Paul Elliott. . . . . . . . . . . . . .......... Aurora, Illinois Allen Abbey Goldstein. . . . . . . . . . . . . . . . . . . . Baltimore Richard Eagleston Jameson. . ..............Fallston Rowell Anton von Magi us Schleicher ......... Forest Hills, New York Robert Russell Weiss. . . . ............. Federalsburg BACHELOR OF ARTS AS OF THE CLASS OF 1943 William Edwin Harris. John Van Doren ... Rite Monte Ferris Bourjaily, Jr.. . ..........Washington, District of Columbia Richmond, Massachusetts Douglas Buchanan. . . . . . . .... ·.·. ·. ·. ·. ·. ·.'.'_'_".·.'_"..Philadelphia, Pennsylvania Herbert \Villard Stern ..... John Weber, Jr.. John Scott Desjardins. AS OF THE CLASS OF 1944 Rite Nicholas Daniel Bonadies................ . Winsted, Connecticut Robert Frederic Garland Bunting ............. Baltimore Edward Maurice Godschalk .................. Montclair, New Jersey Carl Schlee Hammen. . . . . . ..... - ..... Linkwood Cum Laude Casimir Thaddeus Krol. . . .Chicago, Illinois Haven Ely Simmons......... . ............. Cedar Rapids, Iowa William Gideon Spohn, Jr.. . . .Baltimore Andrew Shreffler Witwer, Jr.. . . . . . . . . . . . . . . . Joliet, Illinois .. Bayonne, New Jersey Warren Seymour Zeik . Magna Cum Laude Joseph Francis Hollywood, Jr. ................ New York, New York AS OF THE CLASS OF 1945 Rite Dover, Delaware Cum Laude Stephen Windsor Bergen .......... - . - . · .. · · · · .St. Albans, New York Charles Arthur Nelson ........... - .... - .. - . ··.Berwyn, Illinois AS OF THE CLASS OF 1946 Rite ..... _.. Philadelphia, Pennsylvania _.. _......Freeland, Pennsylvania Harry Charles Rockey. James Willard Sharp .. Cum Laude .... New York, New York Charles Lincoln Van Doren. Magna Cum Laude . .... Chevy Chase Henry Theodore Wensel, Jr.. Cum Laude . .. Saginaw, Michigan . ... New York, New York Magna Cum Laude . ... Scarsdale, New York AS OF 1944 Cum Laude _.......................Cleveland, Ohio Henry Resolved Mack ..... 89 Cum Laude Joseph Charles Smith. . Washington, District of Columbia HONORS AND PRIZES AWARDED JUNE 9, 1947 To the senior who has the highest standing, a gold medal. Offered by the Board of Visitors and Governors. .............. . ... John Scott Desjardins To the member of the Senior Class who has written the best final essay, a prize of $27.50. Offered under the will of the late Judge \Valter L Dawkins .. Tristram Joseph Campbell, Jr. Charles Arthur Nelson Honorable Mention. · · · \'I arren Seymour Zeik 1 To the member of the Freshman, Sophomore, or Junior Class who has written the best annual essay, the John Martin Green prize of $10.00". Honorable Mention. . .. Clarence Jay Kramer __ .......... Rogers Garland Albritton To the student who has written the best original sonnet, a prize of $10.00. . . . . . ........ ·william Chester Buchanan, Jr. To the student who has prepared the most elegant solution of a mathematical problem (the problem for the year being to construct, by Euclidean methods, a tangent to a cycloid) a . ..... William Gideon Spohn, Jr. prize of $10.00. . . . . . . . . *For the year 1945-46 .... . ... William Chester Buchanan, Jr. �CATALOGUE OF ST. JOHN"S COLLEGE INDEX Absence, excuses for. . . . . . . . . . . . . 36 Academic standing ........... 36ff, 35f Activities . . . . . . .............. 49ff Athletics . . . . . . 50, 77ff Clubs ......................... 5lf Dramatics ...................... 51 Music ................... 24, 46£, 50 Publications .................... 51 Administration . . . . . . . . . . . . . . . . . . . 8 Admission . . . . . . . . . . . . . . . . . . . . . . 55ff Application . . . . . . . . . . . . . . . . . . . . 56 Requirements ................ 55ff Procedure . . . . . . . . . . . . . . . . . . . . 56f Advanced standing ............. 57 Aid, student . 63ff Applications ...... 56 Admission . . . . . . . 63ff Student Aid . 53 Rooms ......... . .64ff Scholarships St. John's 1835 . 70 St. John's 1868. . . . . . 71 St. John's 1886-1923, block elective 72 St. Joh n's 1923-37, open elective 72 Degree Requirements . 36f, 73ff Dining Hall ........ 54 Discipline ....... 36, 53 "Don Rags" .................. 3lf, 35 Dramatics. 51 Elective Program . 16f, 72 Engineering Scholarships at Johns Hopkins .66 English, admission requirements. 55f Enrollment . . . . . . 83ff .88 Summary ..... 56f Entrance Examinations ........... 32 Essays Examinations Entrance ..... Oral Written ...... . Annual .......... . State Scholarship Excuses, for absence ... 56f 3lf, 74£ .... 32. 73E 32 ..... 64 .. 36 Articles, magazine, on St. John's .. 80f Athletics . 50, 77ff Attendance Church . . . . . . . . . . . . . ... 67 Classes . . . . ................... 36 .59ff College exercises . . . . . . . . . . . . . . . 36 Expenses Bible class . . . . . 51 Faculty . . . . . . . . . 9ff Board of Visitors and Governors .. 6, 7 List .... Author teachers ............ 18, 33 Boat Club ...................... 50 ........ 9ff Tutors .. Books, list of great ............... l8ff .33ff Research Chronological . . . . . . . . . . . . . . 40f By years . . . . . . . . . . . . . . . . . .... 42 Fees .59 College finances . ... 43 By subject matters... .. 59 Calendar, College .......... .4, 5, 30ff Examination .. 59f Campus . .52f Annual .59f Caution Money . . .54f, 60 Tuition .. 59f Charges, fixed . 60 Residence .. 60 Charter of College. . . . . . . . .... 67 Payments .61 Deferred payment ..... Of King William's School. . .. 66 .. 54f, 60 Classics, new definition of. ... 18ff, 20ff Caution money .. 63 Clubs, College . . . . . . . . . . . . . . . 5lf With financial aid. College Calendar ......... 4, 5, 30ff Foreign Language Collegian . . . . . 51 Admission requirements . . . . .2, 55f See Greek, Latin, French, German Credits .. 36 French ................... 25£, 44, 55f Semester hours For entrance to graduate Freshmen, list of. . . . . . . . . 86 37f, 73 schools German. . .......... 25f, 44, 55f . . . . . . . 57 Transfer of G.I. Bill of Rights. . . . . 57, 6H Curriculum Grades ........................ 3lf 16f Elective system 90 Graduate Schools, preparation for . . . . . . . . . . . . . . . . . ... 37ff Greek .... . 25f, 44, 55f History Of College ... 67ff 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. . . . . . . . . . . . . ...... 83 King William's School. . . . . 67f Labpratory . . . . . . . . 30 Exercises. •16ff Total Hours 45 Subject Matter 45f Language, reasons for instruction in. 25f Requirements . . . . . . 35, 44, 73ff Tutorials . . . . .25f, 44 Clock-hours of classroom work in. 44 Classics in Language and Literature.............. . ..... 42£ Latin ........... . 25f, 44, 55f Latin Club . . 51 Law School Preparation. . .... 38ff Lectures, formal . . . . . . .. 28f Liberal Arts a.nd Sciences .. l4ff, l 7f, 21 List of Great Books, Classics. 40ff List of Laboratory Exercises. 46ff List of Lectures .... 29 List of Students ......... 83ff Literature, Language and. 42f Location of College. . . . . . 52 Marine Biology ..... 66 Marks .......................... 35f Mathematics, reasons for instruction in ................ 26f Admission requirements ....... 55£ Requirements ..... 36, 73f Tu to rials .. 26f Clock-hours of classroom work in. 44£ List of Mathematical Classics. . . 42f Club..... . ................ 51 Medical Schools, preparation ...... 38f Music ..................... 24, 46f, 50 Concerts . . . . . . . . . . . . . . . . . . 50 Natural Science ............... 43, 45£ Occupancy of Dormitory Rooms. . 52£ Officers of Administration. 8 Philosophy. . . . . . . . . . . . . . . . 43 Political Science . . . . . . . . . 43 Preparation For admission 55£ 91 For graduate schools. . ... 37f, 731' For life 14ff President ..... 13, 69ff Former 8 Present Emeritus ................. . 13 .. 35 Probation 56f Procedure for Admission .. . .. 36, 73ff Promotion ... Reading Parties 32 Registration ....... 4, 5, 56f Regulations Admission. 55f Academic Standing 35ff Attendance .. 36 Degree Requirements .... 36f, 73ff Residence ........... . 52ff Religion Non-denominational .. 671: Reports .............. . 3lf Requirements Admission . . . . . . . . . . . . 55ff Attendance . . . . . . . . . . . . . . . . . . . . 36 Degree . 36f, 73ff Graduation . . .... 36, 73ff Languages, for degree ... 36f, 44, 73ff Languages, for admission ....... 55f Mathematics, for degree 36f, 4±£, 73f Mathematics, for admission. . . . . . 55 Familiarity with Great Books .... 73£ Residence. . . . . . . . . . . 52ff Research 35 Residence. 52ff Rooms... 52ff For new students. . . . . . 53 For old students. . . . . . . . . . . 53 Furnishing . . . . . . 52£ Occupancy. . . . . 52f Caution money .. 54, 60 Schedules Weekly ... 30f Student, typical ...... 32 Term . . . . . . . . . . . . . . . . , .4, 5, 3H Years ................. .4, 5, 3H Payment of fees .59f Scholarships ..... 63ff .. 63f College State .............. 64 Patriotic Societies ............ 65f 77 Athletic .. At other institutions. .66 Science In modern world........... 2lf In St. John's Program ... 2H, 30, 45ff �92 CATALOGUE OF ST. JOHN'S COLLEGE Laboratory ..... 2lf, 30, 45ff, 73ff Liberal . . . . . . . . . . . . . . . . . . . . . . . 2lf Classics in science .............. .42f Semester-Hour Credits Equivalent ..................... 36 Seminars .... 24, 27f, 74 Seniors, list of .................... 83 Social Sciences ................. 22, 43 Sophomores, list of. .............. 84ff Staff, administration . . . . . . . . . . . . 8 Faculty . . . . . . . . . . . . . . . . . . . . . . . . 9ff Medical. ....................... 54 Standing, academic . . . . . . . . . . . . . . 35£ Student Activities . . . . . . . . . . . . . . 49ff Athletics . . . . . . . . . . . . . . . . . . . . . . 50 Elective ...................... 49ff Music ......................... 50 Clubs ........................ !Hf Publications. . . . . . . . . . . . . . . . . . . . 5 l Dramatics ..................... 51 Student Aid ..................... 63ff Students List of . . . . . . . . . . . . . . . . . .83ff Theological Schools, preparation. . . 38 Transfer of credits ........... 38f, 57 Tuition Fee ..................... 59f Tutorials . . . . . . . . . . . . . . . . . . . . . . 24ff Mathematics . . . . . . . . . . . . . . . . . . 26f Language . . . . . . . . . . . . . . . . . . . . . 25f Vacations ................. .4, 5, 30ff Veterans' Educational Benefits .. 57, 6lf Year Book ....................... !il � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1946-1947, Calendar 1947-1948 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. 92 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Official Statement of the St. John's Program; Catalogue 1946-1947, Calendar 1947-1948 Date A point or period of time associated with an event in the lifecycle of the resource 1947-07 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 1946-1947 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c5f771049310bb6ecf9efb0f565239d.pdf 4295980eea004e3eb63b32c9152961be PDF Text Text St. John's Collegian voL LX - No. 12 ANNAPOLIS, OCTOBER 17, 1947 Education: For Nationals or For Human Beings A wise man published a book a few years ago entitled Education Between Two Worldsnot the two in space which are now engaged in adopting the Marshall Plan and the Molotov Plan respectively, but the two in time which Matthew Arnold distinguished, one dead, the other struggling to be born. In the world which Arnold believed dead, the Church had accepted the responsibility -for te~ching all men. In Education Between Two Worlds, Alexander Meiklejohn holds that in our modern world the Church has effectually lost this authority, and that nobody short of the State can pick it up. But he finds the contemporary state woefully disqualified for the task by one glaring fact: it is not universal. Liberal education, of the sort Meiklejohn is interested in, as distinguished from vocation al or professional training, is Socratic in charac ter and teaches men primarily to be reasonable rather than violent. But the contemporary state cannot do that effectively, because the effective teacher must practice what he preaches. And the contemporary " sovereign" state is doomed by circumstances to be violent. It reserves the right to shoot it out with neighboring states in a world which technology has made one n eighborhood. Recent discussions of UNESCO demonstrate that men less wise than f..tleiklejohn can also recognize the impasse, even if dimly. They are shocked that children's history books should inculcate tribalism, But, unfortunately. our periodic tribal wars make tribal fervor (misnamed -patriotism) a necessary means for surAdd Education for Nationals or Human B . viva!. On a higher intellectual level. our scientists agonize between their duty as scientists (why not as men?) to seek and. share truth, and their duty as nationals to aid national defense by inventing new forms of mass murder and keeping those forms "top secret." Reasonable men must respect law. But what if there is no higher source of human law than one of Arnold Toynbee's "parochial states"? Price: I Oc Then men are doomed to a schizophrenic effort to be reasonable while secretly preparing to be violent. Meiklejohn points out that this schizophrenia is fatal to liberal education. To flourish, liberal education must be universal. It is either education for all men, or it is hypocrisy. It is designed to develop the common humanity in human beings. If it stops viewing men as human beings and views them as nationals, it withers, and breeds · corruption i ~ the mind. We have been educating nationals. not human beings. We are doomed to keep on doing so until we find a common source of law. applicable to nationals and "aliens" alike, and under this law there can be no lesser breeds. Until we find that source, until we make universal law work, the seed of violence is in all our thinking. We shall oscillate between Oxford oaths not to serve king and couhtry, and Hitler Jugends to enforce peace, between sentimental "idealism" and brutal "realism." This is not the first time liberal educatio~ has collapsed t.hrough not daring to be unisessing and exploiting class. or as the property of a religious sect, or as the property of a posof a master race. Whenever it excludes, it collapses. These threats to its health are constant threats. But though they cause it to sicken, they can never kill it- so long as human beings with minds exist. Meiklejohn knows that. He is merely pointing out that national sovereignty will keep it sick , even if other causes of sickness are removed. Here is our dilemma. If we tried to provide genuine liberal education, it would undermine the tribal fervor upon which our tribal governments must depend if they are to continue sovereign. But our sovereign governments are the only sources of positive law we possess. Hence genuine liberal education would tend under present conditions to destroy law . If, on the other hand, we make it support our laws, we poison reason with violence, and our educational system is doomed to substitute opinion for knowledge, indoctrination for enquiry. Armed governments, lying in wait for their neighbors, cannot tolerate dzmgerous thoughts, and it is sentimental nonsense to expect them �2 ST . JOHN'S to do so. Only a reign of law between nations will permit any government to concern itself seriously with the liberal education of its citizens. Without such law, government cannot afford to educate human beings; it must educate nationals. Without such law, our dismal choice is between the police state and the propaganda state. For with neither force nor sophistry at its disposal no "sovereign" state today can face its dangerous sovereign neighbors. We Americans are determined to eschew force. Then shall it be sophistry? Or shall we abolish the dilemma by abolishing its cause- the violence implicit in national sovereignty today? - Stringfellow Barr (With Permission: Reprinted from the September, 1947 issue of COMMON CAUSE, A Monthly Report of the Committee to Frame a World Constitution.) COLLEGE An Address (Delivered at the 15 5th Commencement of St. John'_s College on June 9th 1947, by Mr. Jacob Klein, a member of the faculty of St. John's College.) Looking at you, the biggest graduating class since 19 3 7, I cannot suppress a dreadful thought. On the threshold of a new kind of existence, a post-graduate existence, every one of you seems to me like a creature about to be cut in half, - although in a somewhat uneven and unsymmetrical fashion. One part of you is obviously turned toward the future and tries to fasten itself to some protruding branch of that big tree of life which has been transplant?d , so I understand, from the Garden of Eden into the sinful complexities of our civilization. The other part of you, you may or may not know it - , remains attached to this shrub of ours, this little tree of genera and species, full Sonnet For Pascal of knots and lumps, each one representing a Joyless journeyer through infinity weighty problem and a cluster of terms. How Not geometric, no more points to plot, to resist that cut, how to remain whole, that And the dancing chime of wineglass long forgot : seems to be the question, - although some of How your split . accents cry Divinity you might feel that I am exaggerating the And cleave the echoless abyss! You see danger. • The light, the dark. all, nothing, is, is not, Am I? You might answer that the college A desp'rate convert, gambling polyglot, was set up precisely to equip you with all that is necessary to start and to maintain a post Chimeric chaos, proud worm, prodigy: graduate existence; that any college is ultimatePoor comet soul, blistered and shivering, ly serving a purpose far exceeding its ow;:i limitCould you not bear apocalyptic pain? ed ends; that the four years spent on this Turn then cold your gaze, dazed and quivering, campus or, for that matter, on any campus, Back to deserted discourse. Count That gain. are like a single freshman term w ithin the sp211 Although you fail finally to perfect of a human life; that, therefore, to speak of a The frightening white stare of intellect. cut or break abont to occur. is to for~ 't the -WILLIAM BUCHANAN. JR. basic meaning of a college education. Let me (This is the sonnet which took the 1947 poetry discuss this proposition. Not that I have to tell prize for St. John's students) you anything startlingly nP.\V. I'd like r"'tber to remind you and myself of some of the aspects For You Liberal Artists of a very grave problem. It is certainly true that the education you Seek the subtle didactic, receive at St. John's, that is to say the opporA cerebreal discipline tunity you had to discover and to develop your Exact, abstract, eclectic. own intellectual and imaginative capacities, is Abjure the strange majestic. not an end in itself. But can it be really stated Dare greatly to win ~imply that college prepares for life? Aren't some serious difficulties involved in this stateNo turbulent, vast vision ment? If it be meaningful, the principles which Rich with red rhetoric. govern our society in its diversified and coordiSpeak with archaic precision nated functions must be considered as identical Immaculately wrought with, or , at least, akin to, those that guide us One final thought. in our college activities. But that is hardly the William Buchanan, Jr. ST. JOHN'S case. If it be understood that life is a sort of jungle in which no pardon is given and no pity felt, a college preparing for this kind of merciless struggle would be either a mockery or, at best, a place where you learn how to howl with all the wolves that inhabit this earth. But, you might say, in developing our mind, in freeing ;t to its proper function, which is to recognize the truth and to guide us in our pursuit toward the good and the just, we are indeed preparing ourselves to live a life in conformity with reason, to become good citizens, and to face all practical problems and obstacles with firm resolution and dispassionate judgement. Th ~s is, indeed, a goal worthwhile striving for, and I submit, moreover, that an understanding of this kind does actually underlie all the activit ies on this campus. It is here, I think, that a problem of some magnitude arises. There are c ~ r­ tainly of some magnitude arises. There are cereducational system follows that pattern, periods in which texture of daily life as well as th ·~ political and economic realities are pliable to a large extent and subject to argument and deliberate planning. Whatever tensions might exist, in periods like these, between the insight of man and the practical order of thing:>, there is always the recognition that man can influence, direct and shape the course of events. There are other periods, however, (and it seems that we are living through one of this kind) in which the pratical order acquires an uncanny automatism mocking all efforts of reas~m to impose upon it its ru les and standards. Is it still possible, if this be the case, to sub ordinate the ends of a college to what is called "E:e"?. Would not that mean to make reason servl' un reason to make out of the pratical order an idol worshipped blind:y and basely? Can a college, then, whose allegiance is to truth, r.till "prepare" for life? A great historical example gives us, I think, an answer to these questions. The platonic Academy, the model of all educational institutio;:is up to this very day, was fo unded, in times which resemble ours, not to serve but to be served, was founded not with reg"lrd to the wishes or needs of the practical order but against it. It did prepare its stadents, it seems, to a life never outside its own scope. It impos r: d upon them rules whose origin was not submission but rather opposition to the practical order. It did not try to descend to a lower level br;t rather to elevate the practical order to its own. COLLEGE It is perhaps unique in this respect. Its heritage is the very idea of education. For to educate a person, is to lead him out of those regions in which he cannot see the light. I realize that to evoke before you the image of the Academy does neither help you nor help us to solve the practical problem of an adequate undergraduate curriculum and an adequate postgraduate life. That only goes to show how infinitely more complex the educational problem has become. But on an occasion like this let me not compromise with the complexities of this world. 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. And it is here that I come back to that image of a cut with which I began. The danger, as I see it, is the possible automatism, the selfmoving routine of your postgraduate life. I think, I know that you arc quite aware of this, that these four or more years have given you a sense of how false and how blind existing and accepted conditions under which we live can actually be. I need not call your attention to the state of affairs in the world at large. And yet with all that sensing of the deficiencies around us, do we nut more than often succumb to the prevailing practical order, precisely because its automatism is so crushing:y overwhelming? To remain whole, then, would mean, first of all, to take the p!a tonic stand, to resist and not to succumb. It would imply a sort of aloofness , a distance always kept, an invisible gown about your shoulders. You are perhaps prepared for a stand like this , your allegiance to the invisible world of ideas might be firmly root.:ed in your he:uts. But that cannot possibly be all. Nothing can take away from our shoulders and yours the responsibility for what goes on in this world of ours. Not to succumb does not mean to forget, cannot mean to retire to some phantastic island of perpetual contemplation. Even if that automatism of our civi!ization should prove invulnerable, we should not be justified in ignoring its dreadful implications. None of us might escape the turning wheel. To remain whole, then, means, in the second place, to remain aware that none of us is an island, that we are bound together b~cause we are men. I have been rereading in these last days Aristotle's Nicomachean Ethics, especially books VIII and IX. I have been struck more �4 ST. JOHN'S than ever by the way in which he introduces political questions into his ethical considera tions. The various forms of government are treated by him in the context of an analysis of friendship. Or, in other words, justice itself and all its forms are ultimately dependent on those ties which bind men together insofar as they are men. There is a wide range of phenomena which fall under the general appellation of friendship. There is friendship in the strictest and highest sense, rarely found among men,a sensible image of the selfknowing activity of the intellect. There is also the wid_spread phee nomenon of mutual sympathy, the basis of all political organization. Let me apply this aristotelian insight to the question I am discussing. To remain whole is not merely to resist what I have been calling the threatening automatism in all .our occupations and in all the transactions of our daily life; is not merely to shield oneself with invisible armor against the dull onslaught of routine and matter-of-· fact attitude; 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 imac~ within ourselves. We could not preserve what we ever learned if we did not recognize what we learned in others, our friends. I cannot help thinking that something of this sort actually happ~ned to you while you were studying and learning at St. John's. Let me, then re-state the questions I asked and the possible answer to them. Is there continuity between your lives as undergraduates and your postgraduate work ? Does College prepare for Life? It seems that it is difficult to answer in the affirmative, because not much of the rule of reason is left in the conduct of human affairs. It seems that what you acquired on this campus cannot and ought n8t , 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 th e 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 now is the visible symbol, and provided that you discover in friends those sources of strength that aloofness alone cannot possibly off er. COLLEGE KILLER SEARCH A Story The outcome of a patrol flight I made in August of 1942 got me in trouble. Although most of the people who knew about it gave me as much sympathy as scorn, I was angry with the general state of things that came after that flight. Just the same, I understood, too well, it was not the things that were to blame, but myself. I was the radar operator on a plane on search for a submarine. Near Havana th e submarine had torpedoed a sugar boat and a tanker. It had escaped , with three blimps and a subchaser trailing it, and a storm behind them. One blimp had detected it, and depthcharged it. It was damaged; it surfaced and shot the blimp down . The radio operator on the blimp sent the sub's position, and it was the last message he ever sent. The storm overtook the rest of the patrol and they had to turn back. My plane took off from Lang~ey Fie ~ d. where we were based on the Virginia coast, to get that sub, which was cruising on the surface-because it had been damaged-about four hundred miles out frorn Langley. Becanse it was surfaced, it made a first class target for radar. The signal came in strong and dear on my radar screen, but when we :flew to the indicated spot , no sub was there . The time was night. We turned on our landing lights and circled . Rad:ir and the open sea at night have many mysteries; in spite of the signal on the radar screen, there was nothing on the water under our lights. We hunted for hours until we ran short of gas. We had to turn back and carry our load of depth charges and bombs back to L ang:cy. Field. Some officers and the ground crew met us as we got out of the plane. The radar mechanic who was teamed with me was there, and with him was Randolph Rutledge. This fellow Rutledge was an op erator like me, but he did not like to fly, whereas I flew whenever it was possible. My happy time was flying. He enjoyed working with the mechanics, who were the radar ground menthe operators were the radar fliers- and he often announced that he would be a mechanic instead of an operator except for the extra money flying brought him. He was an efficient repairman; on the other hand he was the ace ST. JOHN'S operator of the Field. He had credit for sinking a submarine, and none of the rest of us did. Rutledge was expressionless, and he always talked in a cold quiet voice. There at the plane, my pilot Lindsay and I told the Group Commander and the others what had happened. When we finished, Rutledge and my mechanic climbed up into the plane. They came back with a pad of forms provided for the mechanic to write a ground check report and for the .operator to write a flight report. Rutledge opened the pad and showed me the entry he had made there. It revealed that the radar scanning system worked backwards, so that when a signal seemed from the left of the plane, the target actually lay to the right. "You should have read the report, Stack," Rutledge said. " YOU shouldn't be dead weight e n these flights. ' ' My pilot Jack Lindsay, the mechanic ;:nd I. had an interview with the Group C'.)mman der Colonel Virbiansky. The Colonel was a blonde energetic sawed-off man, about fifty years old I judged. My father was Polish, like the Colonel; I was startled by how much the Colonel .resembled him. All I could say was that the mechan :c should have told me personally about the trouble in my set , and that a plane in that" condition should not have b2en allowed to fly in the first place. The Colonel shot back that rcad ~ ng t:·.e mechanic 's notes was standard procedure. He said plenty more and in the end stopped, and surveyed the three of us. "You are a disgrace to the squadron," he said presently. "And to yourselves as crew members and maintenance men, and the whole Goddam Air Corps. Lieutenant. You're going off the promotion list for a year. You two people were staff sergeants, I see. Okay, you're privates now." That afternoon t-he orders came out that busted me. " Peter Stack, Staff s ~ rgeant, redpced as of this date to Private." Randolph Rutledge touched me with a cold finger and said tough luck kid. The real trouble missing that sub had got me into was that it put a question on my ability as an operator. And there was nothing else in the army I wanted. I was afraid the Colonel would ground me, like he had threatened. Flying was the only situation that put me at ease and gave me surety , and the Colonel was about to ground me. He could have pass~d COLLEGE 5 for my Father. I was a doubted man. I was thinking of all this three days later as we came in from a short practice flight. I thought I was lucky to get even a practice flight and that this one might be my last. Langley Field looked broad and fair in the long afternoon light. Jack Lindsay the pilot let the plane down so easy I could not tell when it happened except by seeing the plane overtake its shadow that was sliding ahead of it ov.::r the runway. After I checked my parachute in. I stood outside the hangar awhile to• watch the planes. A cloud-blue Navy fighter landed and taxied in. Our bombers were old and cumbersome, con verted Douglas transports, B- l 8's painted gray or brownish green. That little fighter looked sharp and clean among tl:em. If I should .get grounded, I thought, the hell with it. I had got fun out of my time in the air. If I had not omitted to read that report, I probably would have fouled up some other way. It was as if mistakes were waiting for me to make them. I remembered that the first job I held, working for my father driving one of his trucks on a contracting job, had come to a sudden end when I wrecked the truck. I tried to explain how it had happened, on a steep curve with an overloaded truck, but he would hear none of it and said that his other drivers had made that curve hundreds of times with no accident. The hell with it. In the mail line I heard a rumor that another submarine was off shore and we would send planes after it tonight. I didn't have any mail that evening. I had expected a letter from my wife. It had been two days since I got a letter from her. In a w ay, I h op ed for a letter from my father. I had got no answer from a letter I wrote to him two months earlier. I would be damned if I wrote again before I got a letter from him. My wife was living at my home with my father and stepmother. He had known her before I did. I met her in my father's office, where she was a secretary. He had a contracting business. She stopped working when she married me. I wanted her to come down to Langley so we could get a place in one of the nearby towns, but there was no decent apartment, and my father and stepmother had offered rooms in their house for her. He pointed out that apartments around army camps always had jacked-up rents anyhow, maybe more than we could afford. My · wife liked Philadelphia and indicated that she agreed with him. He in- �6 ST. JOHN'S sisted it was an error of judgment for me to marry anyhow with only army pay for income. He never said that where she could hear. On my last furlough back in the spring, she did not come to bed one night w·hen I did. She stayed in the living room playing chess with him for over two hours. When she finally came up I made out like I was asleep but she could tell. " Wake up Pete, you can' t fool me. " I grinned at her, but I was sore, so I . bitched at her a little and she only smiled. And when my furlough was over , I had to leave I wrote her from Langley that I supposed she was having chess games galore now. After supper I went to a movie, but I was restless and left before the feature started. I crossed the street to the PX. Randolph Rutledge came in while I was sitting in a booth with a bottle of beer. He brought a coke over and sat down with me. "They're looking for you," he said. " We're flying tonight. Big patrol on. Killer search." 'Yeah. I heard the rumor this afternoon." "I don't think the sub needs to worry," he said. "The way our searches go lately." "You think it doesn't, huh." He stammered and said then , '' Briefing's at nme o'clock. You have fifteen minutes to get over there." "When is your briefing? " "Same time." At the briefing, a captain gave us the information. A tanker had been torpedoed at three fifty three, 15 5 3 hours, that afterno')n, and had radioed its position before it sank. Th e captain pointed out the predicted course of the submarine, the area each plane was to take . He told us about the weather. A storm was plotted to come along Cape Hatteras and bear out to sea again before reaching Langley. If it came too close to Langley, our takeoffs would be post poned . A bombardier wanted to know about our load. The captain said they were putting two five hundred pound bombs in th e bombbay , and six three hundred pound depth charges under the wings . . My takeoff was scheduled at midnight. Rutledge was to follow and relieve our area at four a. m . I talked with my mechanic about the equipment. He assured me it was okay, but he said I already knew that COLLEGE ST. • a ground check never guaranteed performance in the air. Besides the radar set , the planes carried another detection instrument. to locate subs under water where radar was no good. The second instrument was cal 1ed Thelma, standing for Thermal Underwater Location Method Airborne. It detected heat generated by the sub's engines. I know this sounds fantastic, but so does radar. Its range was short, only two hundred feet, but that was a kind of advantage, because when it registered a signal it meant you were right on top of the target . The storm did not follow its forecast. It swept on up the coast and closed in Langley Field for two hours. I was in the messhall when it struck. A telephone call came for me there. It was from Jack Lindsay, my pilot. He told me our flight was cancelled and that Randolph's was going at two a. m. instead of at four, because of the storm. We were not go:ng at all. Lind_ say wanted me to wake Randolph. " You get that , Stack?" " Yeah. Yeah, I'll tell Randolph." "Okay. Thanks a l~t. Say-Stack "Yeah?" "Oh-nothing. Never mind." "Go ahead." "No, it's all right . Never mind." The sleeping quarters were in anoth ~r wing of the same brick building as the messhall. I climbed up to the third fl')or bay whsre the radar men lived. All of them lay asleep; I sat down on my footlocker and wondered what Lindsay had been about to say over the telephone. Lindsay and I and the rest of our crew could just as well have gone ahead and flow n at two. In operations, I suppose they had S'.\;d . . . . better not take Lindsay and th1t radar man of his. Wake up the other crew . .. Maybe. They w ere right, I guessed. I wasn ' t mllch good at this job of operating. I was afraid I could not be . .. what was the word? Capabk At anything. Anything I did, the uncertainty would come out afterwhile and show me up . Rutl edge lay asleep . They w anted him. He was rated a good man . He would get up and go complaining to his plane that he hated to fly, while I went uselessly to bed and slept. That is when I had an idea. I went over to his bed. "Rutledge. Hey Rutledge. Wake up." "Huh? Huh? What time is it? Oh it's time for ... the mission already." JOHN'S ''No, a storm came and the pla'ns were changed. You don't have to go." "Don't have . . . to go? Uh. TellumIs that all you woke me up for, to tell me that?" "That's right, Rutiedge, old boy, Goodnight Rutledge." While I was having my name substituted for his on the loading list, Jack Lindsay came Ill. "Stack! Well I'll be damned. You flying tonight instead of that other guy?" 'Sure thing." "Well, so am I. We're the probation boys, kid. You know, I started to tell you over the telephone to come on and change over. Here you are anyhow." We took off at two. Here was the bomber transporting me loudly and the complex radar set to increase my personal power so much that I could observe happenings miles off on the hidden sea in the night, and the thermal instrument to tell me what things moved secretly below the sea. Dawn formed over the ocean and around us. Everything seemed to be only sad grey light. As the morning came on, we saw cloud banks to the east, ahead. Some rain w2s falling out of the high end of a long s~anted cloud. The first thing that happened, the radar set went out. Completely out, dead, blank. I tried to fix it, but my efforts were no good, and I got a bad electric -shock. We had no choice but to radio the information back to the base. They answered at once: Fly to a certain rendezvous-they named the latitude and longitude-and meet a relief plane. Return to the base. And that, I could see ended me with an aircrew. If only I had not taken it in my hands to substitute myself for Rutledge. I had no ;rnthority for being on this flight at all. I felt sick and jumpy from the electric shock. I reached in my coveralls to get some chewing gum. I found my pocketbook, and there was a picture of my old man there. As I looked at it, I was amazed again by the way he resembled Colonel Virbiansky, the Group CO. My old man's name had been Stakolajczyk before he shortened it to Stack. Rutledge's name had been Rutledge for five or six hundred years, I guess. Virbiansky was going to have plenty to say to me this time for sure when we got back. I wished we would meet the relief plane now and get back and get the b,usiness over with. When COLLEGE 7 it was over, I could get a quart of liquor. A fellow's inadequacies are a positive force that inevitably show him up, that lead him to omit to read the note prepared for his guidance, to get himself on the plane with the defective radar set, to do what he should not do and fail to take the right action. I wished it were possible to make a kind of killer search of a man's doubts and unsureties, for they can destroy him . . . as surely as any torpedo.- A submarine was a physical solid contrivance, but a man's shortcomings are something else . I straightened in my chair and loosened the belt of my coveralls. My old man had used bis belt to punish me with now and then when I was a kid. My mother had got a divorce when I was four . I recollected as I fixed my buckle what a jumbo of a lashing he had given me once for calling the postman a bastard. I was six years old. I had been afraid of him for days after. Then one day he picked me up and called me "Petya, Petya, my little Petya fellow, don't be now hiding from your Tata," and something else in Polish I could not understand. An emotional person. A message came from base that changed the picture for us. The relief plane had got engine trouble and turned back. We were to continue the search in spite of being without radar. The message also said the relief plane had detected an unidentified target in the submarine's probable area. When the navigator deciphered this messZ\ge, Lindsay raised his arm up and down twice i.n the infantry signal- doubletime. It took us two hours exactly to reach the location of the unidentified signal. The ocean was clean and bright in every direction. "Well, no sub here," the bombardier said. "What do you think?" Lindsay asked him. Noise rustled in the interphone a moment, then the bombardier's voice came through again. ''Goddamn thing's around here somewhere, I'm sure of it." "You think they're heading out to sea?" "I would say east by southeast. " We started a pattern of expanding squares, order to give the thermal flying very low locator as much underwater range as possible. We were so low the propellers blew a wake be hind us. As the time grew towards noon, the navigator warned Lindsay several times that our in �8 ST. JOHN'S COLLEGE gas was getting low. Finally he announced sight. I watched to see if he had buck fever too, that if we did not turn back now we would but his fingers were steady on the bombsight have to paddle back. Lindsay told him to get knobs. out his oars. Old Jack Lindsay was a stubborn The sailors must have seen the first bomb fellow this :flight. In a moment he said we coming. They dived everyway off their ship. would have to lighten our load. The navigator But it was a near miss, ahead and left. If they was exasperated. He offered to jump overboard. had stayed on board, they would have been Lindsay had me drop two of our depth charges okay a few minutes longer. The explosion instead. threw the prow of the submarine up in the air. It was at twelve-twenty three that we The bodies of the sailors who had jumped bob contacted the submarine. On the Thelma con- bed to and fro in the heavy waves. trol panel, a red warning light went on, and On the second run, the bomb hit square off. We had passed over the target and out of on the conni"ng tower. range again. * * * * * I grabbed the microphone and reported the That night back at Langley, after the incontact to Lindsay. terrogation and handshaking was over, I mailed Lindsay heeled the big bomber around. a letter to my father. It was just a casual note, My hand was on the switch, to release the with remarks about patrolling and that I was depth charges, but I had an attack of buck fever fine and hoped he was too. I did not mention and my hands, sweating, shook so I almost the aften~oon' s work ; that was a military secthrew the switch too soon. My mouth was dry ret. I walked over to the West em Union office. like excelsior. There I sent seventy five dollars to my wife, to The red signal blinked on. I let go two meet her travelling expenses. As I took the bills of the depth charges. The plane bounded up out, I saw the picture of my old man again. He as it was liberated from their weight. We did not look like the Colonel at all. turned, and I saw the ocean where they had I telephoned my wife. We talked a few gone in stretch and slicken, swell like a pustule minutes, and th ... n I asked her to come down so under the green surface, heave up a thick white we could get a place near Langley. Everytime column that collapsed and boiled and foamed . before, she had protested. She began to protest We came around again and dropped the other again this time. " Della ," I said, "you take that two charges. early morning train tomorrow. I'll meet you The boiling subsided. We circled and in Newport News." circled, hoping to see oil and debris come up . There was silence in the receiver. Silence, I saw something move under the water. Then , with an overtone of humming in the wires. "in the similitude of a dream, " the seas parted Then she spoke again, warmly, and still with and a submarine shouldered up into sight. a sort of edge of amusement in her voice, and "Get rc;:idy for a b ombin g ru n ," Lin dsay she promised to get on the train in the mornsaid. "One thousand feet." ing. The B-l 8's had no guns. The deal was -JAMES BALLARD with Lindsay and the bombardier now . I went down into the bombardier 's comp;:irtment so I The Fine Arts could see all that happened. The conning tower ALCHEMY opened and men in grey dungarees came out. The sub's front end rode high. She was dam''I'' aged, but the men were not abandoning her. The search for aesthetic understandinv Two sections of the deck folded back and an through the experience of artistic crea Lion wa s ack-ack gun came up. The sailors jumped down casually relegated to a remote burial at the reto the gun. cent Activities meeting. Perhaps there was , the The tracers from the sub's gun hosed up in faint echo of a relieved sigh as the body of the a long stream at us; I felt exposed down with mystery was carted off. Otherwise the "fine" the bombardier but the plexiglas around him arts proposed were to· be simple and popular, was thicker and probably gave more protection whether haunted or depressed by their liberal than the sheet metal hull of the plane. He by dimension. Patently distinct from the necroon his belly with his face at the eyepiece of the mancy campus s_uperstition fears it to be, the • S 1 . J 0 II N'S proper pratice of the fine arts extends and criticizes the concept of the written symbol commonly derived from this curriculum. Here at St. John's one is pursued by the fear that we may totally neglect this organized and intelligible discipline while making the efforts of Sisyphus to push uphill the -:!xpanding subj ect matter of the liberal arts . Hence the prompter of the King William Players takes this occa :ion to step apologetically from behind the narrow partition that divided him from the audience during the performances of the Alchemist last June. Perhaps questioning the coheren::e of this otherwise excellent interpretation will indicate how seminal playmaking can be to the liberal arts. * * * * The Alchemist did not obvioesly implement Nlr. Landau's ez,rlier notes on the contrast between reading plays and participating in them as an audience. Jonson's play imposes a rigid economy of i;pectacle. In this production simple costumes were 'used, principally to emphasize the requisite distance between :rndience and stage. The frequent sound effects served chiefly to duplicate or intensify th2 speec'hes they interrupted or accompanied. The light and subtle face of the single set enclosed an area that invited and refl~cted the counterpo~nt of word and act in which the real discovzries of this er any play are made. To take this work out of its discursive symbols, dec eptively familiar marks on a page, and endow it with a rhythm and sound of its own , a particular colour and dimension in the sensible world, is an arduous and tech nica l labor. But only by this labor can it be recreated in a form intelligible to the aesthetic und .: rstanding. Comedy with the Elizabethans is highly formal. Thne is in its nature a selfconscious relation to music and dance, the other arts that are intended to move in time, though they too can be diagrammed in a timeless sy mbol set. The fundamental pattern of this pfay originates in a reiterated procession across the scene of characters who do not change or develop. Its entire concern is with their impingement on one another, only gradually discovered. Their lack of change permits each cycle of th eir appearances to be more concentrated: each arrives on the stage with a residue and antici pation of laughter. The events of the drama only serve to bring the characters in view mor~ C 0 L L E G E 9 and more swirly and compactly. This process necessarily begins with scenes of reasonably familiar and broad humor, only gradually passing to mass effects so intense that their effect 1s almost unintelligible out of context: MAMMON: Where is this Collier? SURLY: And my Captain Face? MAMMON: These day owls. SURLY: That are birding tn men's purses. MAMMON: Madam Suppository. KASTRIL: Doxy , my sister. ANANIAS: Locusts. Of the foul pit. TRIBULATION: Profane as Bel and the Dragon. ANANIAS: Worse than the grasshoppers or the lice of Egypt .. MAMMON: The chymical cozen er. SURLY: And the captain pander. KASTRIL: The nun, my sister. MAMMON: Madam Rabbi. ANANIAS: Scorpions And Caterpillars etc. etc. Though to anyone unfamiliar with the play it must seem at best ingenious, this climax to the parade of characters is in performance irresistabl y funny. Each of the phases is a more essential version of an earlier spe~ch or scene. Their juxtaposition complet2s a microcosm of the play like the coda of a sonata form. Fortunate1y for the St. John's curriculum, read ing is usually a mechancial process whose rate is only slightly affected by the nature of the exp e r ~ ence received from the words, or even by their intelligibility. But in the performance of a play, the variable experience of time is at once of central importance: it forces itself on the performer as the problem of pace. Through grDss clock-time, time as sensed, must be imaged the ideal temporal relations indicated by the author in the stru ctural lengths of his scenes, speeches and even single p'.)etic beats. This must be discovered implicit within the words, since, as written, they bear only a potential relation to time . The simple measurement of the length of speeches shows how carefully Jonson designed the typical effect quoted above. What took at the beginning a scene, in the middle a speech, calls fer a fragment of a line at the end. Surly and Mammon each depart with an important final comment so brief that it is all but lost. (Thus Jonson evades the pathetic.) But so skilfully have these speeches been constructed �10 ST. JOHN'S that a hierarchy of symbols, each standing for many others previously organized, permits a fow words, a few seconds to contain the whole they reflect. The superficial impenetrability of a passage like this, which footnotes illuminate only stroboscopically, by stopping its motion, suggests at once that only performance can accomplish the intended exploration of time recreating almost instantaneously the complex of a previously fragmented whole. The respect of the Elizabethans for the structural connection of words in denotation or connotation, together with their practice, of investigating ideas by the use of metaphor, seems to demand a slow playing in our day. A modern audience cannot easily follow an extensive witty or figurative passage. Yet if, anticipating an action or a word, the spectators once digest it before it occurs, the unfolding of the play through time stops abruptly. The audience yawns. Music and especially the dance offer a parallel experience. Having won the hearer's consent, the music must be constantly aware of the reaction which it seeks to shape by the stress and relaxation of rhythmic pulse, the suspension and resolution of harmony. Should the listener, implicated in the sequence of notes exactly as they occur, find that the suspense is worn out before it is resolved and privately resolves it first, or should the slight retardation of the beat stretch out too· long , he finds himself no longer in the midst of the musical discourse, but alone in his own flat world. Were we to contrast the language of the Alchemist with any farce of Moliere, we would see at once why timing is so difficult in reproducing Elizabethan plays. Mr. Landau's success might be measured by the constant laughter which attended the play from first to last. Yet in the first scene, the broad farce of the vulgar quarrel was emphasized often at great expense to what the words were saying. This may seem to claim a false and impossible distinction between laughing at the words and laughing at the farce , an unreal dichotomy in any sophisticated situation. On the contrary, the commentary of words on action and of action on words is the essence of the dramatic medium and a simple choice, where they are both richly developed, is never possible. Bracketed stage directions are of little use to the reader in these situations. If an editor inserted in this quarrel the note that Face should prick Subtle surreptitiously, would anyone COLLEGE t;T. imagine the effect of Mr. Killorin's poised sword? Once we had conceived its intention, we waited for the moment 1,Vhen act and word, seemingly divided, would exactly meet: FACE (in scorn): When you went pinned up in the several rags Yo' had raked and picked from dunghills before day, Your feet in moldy slippers for your kibes, A felt of rug and a thin-threaden cloak That would scarce cover your nobuttocks. The comic effect was brought a bout far more by the reunion of the split forces of words and act than by the mere vulgarity of the thrust. This kind of action is not mere slapstick. In it was defined a relationship between Subtle and Face that the very words were telling us, but not quite yet persuading us of. It is essential to the first act that Subtle be beaten up, first by Face and then in ultimate humiliaticn by Doll. Face and Subtle must be distinguished at once as the names insist. This kind of fusion, realized by deliberately setting the words in action, was not always possible. The usually excellent pace, set to produce an abundance of laughter, was somewhat rough with details. Yet this very neglect may well have given us a better sense of the whole. as we are assured the new eighteen week Euclid will. In any case, I doubt if a change in the pace, except in Act I would have helped. Instead we must examine ourselves, the nature of our laughter and our concept of the function of the fine arts. (To be concluded.) Robert Bart THE NINETEENTH CENTURY It was the prophetic intelligence of the Nineteenth Century which Mr. Klein treated in his lecture. He admitted at the very beginning that the title was too broad, that there are more approaches to that era than could receive mention in so fragmentary a thing as formal lecture. But for us the prophetic content of the past century's lingering voices is of first moment. We must return . to the men who, by plotting the future course of history according to necessity, which they were the first to grasp, are the authors of our present upheavals. T :1at we writhe and suf- JOHN'S fer in the wake of historical convulsions like the past war does not, however, condemn the nineteenth century, our historical progenitor. But the key to the understanding and elimination of these convulsions lies with thinkers who long enough ago knew their inevitability and their outcome. Since we ourselves are engaged in seeking_ the outcome of the great2st convulsion to date, we can take no wiser turn than back the shot:t path, bramble-covered though it may be, to Hegel, (the last man, at whose death the World Spirit ceased) , Marx, (one version of the prophet of a new beginning) and Nietzsche, (another version). I shall not attempt to summarize the content of the lecture, for it was Mr. Klein's intentional method to avoid a systematic exposition. The century, bis subject, was, in itself strangely chaotic beneath a placid exterior and he wisely cl1ose the method of reflecting in the lecture itself much of tbe confusion and madness of its main currents of thought. I realize this sounds like a heavy-handed attempt to ironically depreciate the lecture, but that is not what J mean. I mean merely that in dealing with a period as diverse as the Nineteenth Century, a period, however, which does possess a subtle unity, the only way to communicate the important thing about it, namely that unity, is poetically (if you will permit a sharp extension of mea ning) to embody the spirit of the period, to convey by reproducing it, the essential life of its thought. I will not say, however, that Mr. Klein succeeded. On the contrary, I was sorry to find that he failed; for too much residue of the systematic form was present, yet not enot:gh to translate the poetic terms into a consistent whole. To bring us at the roots of our current world confusion, Mr. Klein took us to the roots of a confusion at the roots of a confusion. In refusing to summarize, then. we may possibly avoid one confusion and thereby lighten the difficulty of understanding our important predecessors. A recent book by Martin Buber called "What is Man" contains some sharp insights into the problem of locating the confusions back of the present upheavals. He understands the attempt of thinkers to find man's nature. to explain man satisfactorily to himself. as an authropologicalphilosophical activity whose aim is to place man with permanence and security in a world, an image of the cosmos, which must consequently be grasped with some sureness. This is the pro- COLLEGE 11 cess of establishing a W odd-House within which man may live in a measure of tranquility. Aristotle's intelligible cosmos was one such structure, and the Christian cosmos of faith in St. Thomas and Dante was another. But the Copernican revolution and the decline of active faith crumbled both those finite and secure 'homes.' The lonely man, (or as he becomes in the Nineteenth Century, the 'subterranean' man) is born, the man caught between infinites , as Pascal conceives him. The rationalism of the Eighteenth Century culminating in democratic political structures is the first tradition that tried seriously to rebuild a World-House. Yet this attempt was doomed from the start, for an exterior political structure cannot substitute for a feeling of rapport between the inner man and the universe. The state is not placed and secure, thus a man cannot be either. The neo-classic aestheticism of the antiquarians and artists is no such attempt because it clearly did not admit the obvious fact that the old World-House had fall en. However, in Kant we find the first cr~t­ ical an swer to the frightened moan of the lonely man. The universe is made whole again and circular, the \Vorld-House stands again, but unfortunately only within us, in our mental parts. We still are not placed in the cosmos and are hardly better off than as the mere reflections of God we were for Bishop Berkeley. or the embodiments of God's love which Spinoza considered the sole reason for our existence. Here we are arrived then, at the threshold of the Nineteenth Century. Hegel dominates tbe thought of this century completely and only because he succeeds in building a World-House. Mr. Klein quoted two sen tences from Hegel which reveal the beginnings of the Hegelian construction: '\Ve must go beyond Kant,' and, concerning th£ treatment of an idea, 'To unfold it as self-moving and developing itself from the most abstract to the most concrete.' More than anything else it was the dichotomy between good and evil as seen by such thinkers as Manicheans that crumbled the unified Aristotelian world, whereas Hegel avoids it by this analysis (again one of the Mr. Klein's quotations) : 'An untrue object is not in agreement with its concept. Such is evil.' But what is this conceptual understanding if the World-House is to be lived in actually? It makes possible that union of divine and earthly elements which alone can sustain man, himself both divine and earthly, a man-god or · god- �12 ST. JOHN'S man. The new World-House is temporal, for infinite space is no longer capable of serving as 'home.' Spirit indwelling in history, the unfolding of time, is our new host; Spirit which can be grasped by us as the moving principle of time and through which we are consequently able to grasp time as a whole, to close off for ourselves a complete cosmos. But only a few demented people moved into Hegel's 'house.' Today they are simply referred to as Hegelians, a name which quite justifiably has come to mean 'stark mad.' Marx, Kierkegaard and Nietzsche, the other great men of the century, became 'subterranean,' they refused to be complete Hegelians, and from their private retreats issued new plans for a secure cosmos. Why did Hegel's World-House find no tenants? Answering this question would mean the end of our search for the roots of the present confusion in our 'uninhabitable' world . I will only tentatively suggest two epxlanations, and Professor Buber, coming to the same question, offers still a third, but I think a false one. One may first of all state that Spirit in history is a gross fiction and therefore no one would think to find security in a temporal cosmos so founded. However, so was Aristotle's finite sphere of crystal as much a fiction. The first possible explanation then, may be that we no longer will accept fictitious solutions, that no matter how much myth abounds, we shall never again surrender to it as a whole race of unified beings, but rather that we are now ready for a real cosmos, a non-fabricated home which only our adjustment without fear to an infinite universe will enable us to grasp. A second possibility is the disruption caused in Hegel's time and ours by lingering fragments of earlier periods such as Christianity. The residue of old Christian faith and also the Enlightenment might have caused sufficient dissension to ruin the practical possibilities of Hegel's WorldHouse. However , if that is the case, then we can clearly discern the vital role of nihilism in destroying those over-staying influences. It may very well be that the nihilism continues to flourish at present behind our recent conflicts, that the destroying 1s still going on, preparing the way for a new structure. But with the death of Hegel's conception, what form will the new house take? This brings us directly to Marx and Nietzsche, the great prophetic thinkers of the last century. COLLEGE Marx, as Mr. Klein told us, conceives his task to be the 'restitution of the reality Hegel evaporated.' Radicalism, which, as the lecture emphasized, proceeds from the search for the 'light of a particular lamp,' is a new understanding of the attempt to find man's place. Realizing the existence of fatal residue from previous attempts, it combines the nihilism with its positive proposals for a new structure, destroying before it builds. Marx's analysis of the bourgeois society is a great nihilist achievement which is necessary before the building of a classless society can be started. For Marx the World-House is twofold. It is half Hegelian history, and half a• worldly social idea. 'Man as an individual,' as Mr. Klein quoted, 'is frustrated by his own subjectivity.' Consequently man as an individual must be placed within man as a social un it, the image of perfect society rather than of · the cosmos must now be his home. This differs sharply from Eighteenth Century rationalist politics by the fact that necessity in history is preserved. The development of society must happen; the classless society is a house which is placed in the larger house of history. Thus Marx brings Hegel's conception to a further concrete stage where men are better able to participate in it. Of course they did, and still do. One may well wonder though about the conscious nihilism which seems still underlying present Russian policy. In Nietzsche, the temporal understanding of a World-House is maintained and, like Marx, it is not past history alone which matters, but a completed expanse of time; the future is cruc 'al for us to realize our place. But whereas for Marx it is social achievement that constitutes our goal, the focus of our activities, for Nietz~ sche it is a new race of which present man is the embryo. Agaii. the nihilism must first cut a path for future development. The dying remnants of Christianity which Kierkegaard, another of the century 's great 'subterranean' thinkers, thought to rebuild again into an inhabitable edifice of . faith, Nietzsche sought to destroy. 'The new must stand on nothing.' But what is then the material for the new world structure? Indeed, man cannot even think his next movements, for his thought is only a weak device incommensurable with his goal, the 'beyond --man.' As in the Eighteenth Century Reason became the principle upon which man's attempts to place himself were founded, so for Nietzsche at the end of the ST. JOHN'S Nineteenth Century another faculty of the soul, Will, is made the means for the race to surpass itself. We must destroy all , except the will to power, then take the leap toward the new man, a progress which depends upon us for its success. Now that we see where history may take us, we must will that it take such direction . But first qod and his intimidating 'house of faith ' GlUSt be destroyed. I shall not presume to draw any conclusions about our current problems of a secure universe. Grave complications have set in. The parallel course of history and science which Mr. Klein discerned from Descartes and Vico through the Nineteenth Century no longer obtains. Science runs far ahead of our grasp on history at the present, and men like Toynbee or Northrop seem inadequate to present us the kind of certainty that Hegel found. Su mmarizing in a single sentence - the understanding of history and the philosophy of radicalism implying action, achievement, in short will rather than speculative thought, form the essential character of the Nineteenth Century's legacy to us. It is to be especially noted and regretted that Mr. Klein so underrates Artur Schopenhauer that he did not even mention his name, and that he forgot the sing ~ e compos m r:ntis historian of the period, Jacob Burckha rrl r. One last irrestible note. The cyclical historians like Spengler and the analysts of cultures like Toynbee t ell us that to all appearances our civilization is dying: slowly or quickly nobody can say, but nevertheless dying. Therefore, the wisest course for us all to follow might well be an active nihilism, since no matter what we hope for , it is silly to prolong our association with a dis 2ased corpse. So let us destroy with a will!. As Mr .. Klein quoted the Marxists of his student days as saying, 'Join. Why do you waste yourself resisting what inevitably must come?' · · -Eugene V. Thau 13 COLLEGE sible. This writer is of the opinion that several men in the short history of the art, among them two Englishmen, Bernard Shaw and Donald Tovey, have in some measure succeeded, but he has no idea still of the possible character of a poetics of music criticism. Hence this 'review' will contain· only a few disconnected observations on the piano recital that Andor Foldes gave during the time the college allots to the formal lecture. The familiar Tocatta, Aria , and Fugue in C Major of Bach was played in the Busoni transcription. The piece was conceived for the organ, and it was Busoni's intention to translate the piece in such a way that the special sonorities of the organ would find some sort of counterpart on the modern piano. Since the piano is a percussion instrument and the organ is not, it was understandably a difficult analogy for Busoni to discover. There is some question as to whether it is a possible one. Bach was certain} y not a1ways in the forefront, where he should have been. There was often too much Busoni. And they were sometimes arm in arm, Bach often objecting politely to some of the rather surly treatment he was given by his escort. The quieter parts, especially in the Aria and Fugue, came off better than th e more tumultous attempts at analogizing the organ. Mr. Foidcs played the piece for all it was worth, and everybody enjoyed it. The early F Major Beethoven Sonata surdy has one of the wittiest last movements ever wr;tten. it is a more mature and sophisticated wit than Haydn, for instance, and not as turbulently funny as the last movement of Beethoven's o w n Second Symphony. It rushes around in circles chasing its tail, stops for breath, and resumes its mad motion. Mr. Van Doren is fond of saying that comedy has no end -needs no endand 'stops' only when ev2ryone else is exhausted. It could go on forever. So with this movement. Good comedy is the hardest thing in the world to pull off, and what has just been said about this piece would not have been su gg sted unless Mr. Foldes had given it to us just about as nearly perfect as it can be done. Then came the Bela Bartok Sonata. It was written, significantly enough for Hegelians, in 1926, during the Age of Prosperous Despair. The piece sounds as though two large charges of dynamite had been detonated at an interval of about five minutes, and each charge had itself lasted about that length of time. This is only 0 MUSIC BY FOLDES A music review can be about one of two things, either the music or the-performance. The second is not very important, and to do the first satisfactorily is one of the most difficult th'ngs in the world, and there are some who believe that successful examples of such writing can be counted on the fingers of one hand, and some who believe that the job is, by nature, impos- �14 .ST. J 0 H N'S to say that Bartek knew very· well that the piano is a percussion instrument and he proceeded to give it just about the best material it ever had to percuss with. Good percussion is primarily a problem in rhythms and their variations. Bartok certainly knew that too, and this piece, among many that resulted, is a highly interesting and entertaining . example of its kind. Mr. Foldes made the dynamite go off with a bang. The second half of the program, like the second half of most programs, it might be best to leave well enough alone. There were pieces by Albeniz, Debussy, Paul Bowles, Richard Franko Goldman, Virgil Thomson, and Kodaly. Some of them were entertaining and clever, but not much more, except the suite of dances by Kodaly, which was interesting as well. We could well have stood two or three more 'big' pieces, if the artist could have, but custom seems to be against us, and perhaps the people who left at intermission were wise after all. They should remember, with only pleasure and interest, the best that Mr. Foldes had to offer, which was very.very good indeed. - Aristoxenus Convocation Convocation here is a good occasion, a real ritual. I don't know what it is like when the weather is bad, but the weather was g~od. When we, the three upper classes, finally got the presence of mind to join the procession, the college proceeded in civil formality to its formal opening. We went into the gymnasium, sat down, and saw one by one the 88 new freshmen. We heard most of tpeir names and, watching them commit their names to the college register, we felt committed to them, and we silently thanked them for coming. At a convocation everybody hopes to appear worthy, and appearing, hopes to be so. I think it is pretty certain that the freshmen got a vote of confidence from us. They bring the strength which the subtraction of the last class in June gives need of. When the remark after commencement, that we are losing so many of our best people, is no longer heard, we · know another convocation has made its point. Mr. Keiffer spoke quietly of what is meant by answering, in the way the freshmen have answered, the call to a liberal arts college.· There is something I should like to say about the president's address. At one point he was talking about what convocation means, and St. John's Collegian COLLEGE about the danger of having a ceremony lose its meaning. I should like a convocation address to be more ritualistic and less discursive A ritual is weakened by dwelling upon its own form; I would expect no mention of the convocation as a ritual, but only as a fact. The president convokes the college and perhaps talks about what we are here for. We are not being convoked to convocation, but to the college. The necessity for Mr. Keiffer' s remarks does not justify their being made at convocation. Lte us hope that this does not become a convention. The president made it plain that the new class is a real part of the college, and that was the matter at hand. - John Sanborn Vol. LX - ANNAPOLIS, NOVEMBER 6, 194 7 D I Price: 1 O~ "Pieces of eight," Dyler told hi~ He saw the driver didn't see the joke, and he felt foolYLER and Kimball and Matt took a taxi ish, but he went ahead. 'Tm Captain Kidd." from their ship uptown. They went to the "Something must be awful heavy, CapSeaman's House first where Matt got out; he tin. Nice looking bag, though." was single and he intended to sign in there. "Got that in=Calcutta." They told him So long, and the taxidriver on "Want me to tarry one of them for you?" Kimball's direction drove crosstown to Eighth "No." He gave the driver a five dollar Avenue where Kimball got out to take the sub- bill and said No change, although the meter way out to where he lived in Forest Hills. Dyler only read one fifty. And the familiar guilt way to where he lived in Forest Hills. Dyler came back that always twinged him at these was aware of Matt's absence. He felt that he times; he knew he never would learn not to knew Matt all the way, but something about throw away his money. Kimball as a man, who like himself was mar"Jeez, thank you Captain. So long." ried, plfzzled him. Kimball's third child was on He waited there a few seconds. Late afterthe way. Three. Did children make a home, noon slanted into the street. The violet hour, or did the good home naturally prove that it . Dyler thought. The evening hour that strives, was one by children? God bless our happy heap. strives homeward and brings the sailor home When Kimball said, See you Sparks, Dy- from sea. But go ahead, go on in. No point in ler realized with sudden caving-in that he had putting it off. already parted from all the people he was used He hoisted the dirty white seabag that had to being with, that the familiar ship with the his last name and initials, Dyler, G. V., and people he knew was no longer around him.- lt US Maritime Service, stencilled in black on it, has deserted him. Or was it himself deserting to his right shoulder. He took the huge leather the ship? His ship. He felt an impulse in panic suitcase in his left hand and strode to the apartto hurry back, quick, back to the ship, where he ment house entrance. There he had to put the would know himself and what was going to leather bag down again to open the door. Too happen. He almost called to Kimball to ger much clumsy weight to lug around. And who back in the taxi and go up to his apartment with would fardels bear. him to meet his wife and have a drink, or even He went on through the second door. In to go in a bar and have a drink. the lobby he stopped again. It was only beBut Kimball was going down the steps to cause he wanted to see how the place looked. Little change had touched it while he was the subway, and anyhow the taxidriver was pulling out from the curb and asking him on this last trip. The square ceiling-to-floor Where to, Mate. Dyler has controlled himself portrait of Charles II in a red jacket and plumed well enough. He hadn't made any motion to hat which gave this Stuart . Gardens place its call Kimball back to him, not even by leaning name, needed dusting. He thought ·there must forward in the seat, and he knew his face had be about a hundred pounds of paint on the stayed expressionless. The driver was waiting; damed picture. The fellow would have liked he gave the man the address of his apartment. to see that kind of pitcure of himself. Nine JT was a few blocks away, in Chelsea. When hundred square feet. Wouldn't like to ship they got there, he stood his seabag on the with him, he thought. He'd be one bucko mate. curb, and the taxidriver got out to open the Dyler tipped his visored hat to the second trunk and get his big suitcase out for him. The Charles. Down the middle of the stone paved lobdriver grunted at the weight of the suitcase and by, a very faint path stretched from the glass had to use both hands and hold it in front of him, to get it to the sidewalk. "You got scrap- doors to the elevator. How many foot steps had gone here since he left two hundred days iron or something in there?" he said. Sailors Ashore With Leave I Editorial We want contributions from · our readers, and we don't want to outline the contributions in our request. I don't know whether people have felt The Collegian has ignored arithmetic, geometry, music and astronomy: perhaps even grammar, rhetoric and dialectic, but we want all the liberal arts explored in our pages. We are not averse to being beguiled. People ought to be having political thoughts here if any place, and we want a stiff dose of political writing. That is no field for intimidated diplomacy. Amateurs have nothing to gain by appearances, and nothing to lose. Boldness is sometimes lost in Washington, and indiff erence gained. Life is expensive. A real opinion out in the light would be a thing of value. Of the fine arts we stand as protectors. We wish to submit some poems and stories to scrutiny. We want comment on all the arts, and on specific works. One thing I think is important is extension. I don't see much in a lot of purely local wordplay. If you want to kid the people ·around here The Collegian won't be outraged. But whatever the piece we will look for content. Now I'm talking too high. Content in the arrangement of symbols is hard to attain. It is high art. We want things people will want to read . . This standard can be applied without shame, because we think you don't want to read shameful stuff anyway. We don't want only formal articles; we are interested too in brief remarks, or suggestions, or advice. People have said things even under a ten-word limit. One thing I'd like is an Editorial You column. John Sanborn No. 13 � 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. 12 Title A name given to the resource St. John's Collegian, October 17, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-17 Description An account of the resource Vol. LX, No. 12 of the St. John's Collegian. Published on October 17, 1947. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dfb1a54a0ececc718919e76d4001dd54.pdf df7a7e211e30d90e5bd6ba3e18a1b967 PDF Text Text ST. JOHN'S COLLEGE Annapolis, Maryland 1696- 1947 Inauguration of John Spangler Kieffer As President of St. John's College SATURDAY, THE TWENTY- FIFTH OF OCTOBER NINETEEN HUNDRED AND FORTY- SEVEN At Twelve O'Clock Noon �Inaugural Exercises PROGRAMME PROCESSION The The The The The The The The The The The Th e The The The Marshal Students Alumni Faculty Former Presidents of St. J ohn's College Representatives of Learned Societies and Institutions of Research Representatives of Colleges and Universities Members of the Board of Visitors and Governors Ex Officio M embers of the Board of Visitors and Governors Reverend William Kyle Smith Reverend Charles Edward Berger President of the College R everend Henry Pitney Van Dusen Chairman of the Board of Visitors and Governors Governor of Maryland INVOCATION The Reverend William Kyle Smith INTRODUCTION OF THE CHAIRMAN OF THE BOARD OF VISITORS AND GOVERNORS The Governor of Maryland ADMINISTRATION OF THE OATH OF OFFICE The Chairman of the Board of Visitors and Governors INAUGURAL ADDRESS President John Spangler Kieffer INTRODUCTION OF THE REVEREND HENRY PITNEY VAN DUSEN The Chairman of the Board of Visitors and Governors ADDRESS BENEDICTION The Reverend Henry Pitney Van Dusen The Reverend Charles Edward Berger RECESSIONAL Weather permitting, President Kieffer will receive the delegates on the portico of McDowell Hall immediately fallowing the inaugural ceremonies. In case of unfavorable weather, the President will receive the delegates in his office in McDowell Hall. At one-thirty o'clock there will be a luncheon in Randall Hall for delegates. c ut- of- to wn quests and alumni. �List of Representatives COLLEGES AND UNIVERSITIES 1636 1693 1701 1742 Harvard University .. : . .......... .. Glenn C. Bramble, College of William and Mary ............ . .. .. ... John Yale University ...... .. ... . .. .... Cal'roll Storrs Alden, Moravian College for Women .. Edwin J . Heath, M.A., A.B ., LL.B. Tyler, A.M. M.A., Ph.D. D .D. LL.D ., President 1746 Princeton University .. . . The Rev . Henry Pitney Van Dusen, A.B., B .D., Ph.D., S .T .D ., D.D ., Charter Trustee 1749 Washington and Lee University ... .... Edward S. Delaplaine, B.A. 1754 Columbia University .............. Mark Van Doren, Ph.D ., Litt.D. 1769 Dartmouth College .. . . . ..... . . Alden R. Hefter, A.B., M.A., Ph.D. 1775 Hampden Sydney College .. . ...... .. . .. George A. Lyle, B .S ., M .S. 1782 Washington College ........ Gilbert W. Mead, M .A., Litt.D., LL.D ., President 1783 Dickinson College .... William W . Edel, A.M., D.D., L.H.D ., President 1787 Franklin and Marshall College ... Paul Kieffer, B .A. , B.C.L. (Oxon. l, LL.D ., President of the Board of Trustees 1787 University of Pittsburgh .. ... . .. Stanton c. Crawford, Ph.D., LL.D., Dean of the College 1789 Georgetown University . ..... ..... ...... . Francis M. Furlong, M.D. 1789 University of North Carolina .. . J . B . Scarborough, A.B., A.M., Ph.D . 1793 Williams College . ............... Irving M. Day, B.A., B.S., in E.E. 1794 Bowdoin College ... . . ... . .. . Winford H. Smith, A.B. , Sc.D., M .D . 1795 Union College . .. ... . . .... .. .. .. .. Clarence W . Stryker, B .A. , M.A . 1802 United States Military Academy ....... . .. John W. Dobson, B.S ., Lieutenant Colonel, U .S.A. 1807 University of Maryland .. . . .... H . F . Cotterman, B.S ., M.A., Ph.D ., Dean of the Faculty J . Freeman Pyle, Ph. B. , A.M. , Ph.D., Acting Dean of the College of Arts and Sciences, D ean of the College . of Business and Public Administration 1808 Mount St. Mary's College .... The Rt. Rev. John L . Sheridan, M .A., LL.D., President 1812 Hamilton College . ... .. The Rev. John H. Gardner, Jr., A.B., D.D., Trustee 1815 Allegheny College .... . ..... .. .. .. ... .. Paul A. Siple, Ph.D., D.Sc . 1817 University of Michigan ....... . ..... . .. Roger Thomas, A.B. , A.M. 1819 Centre College of Kentucky ...... ·. . .. ..... Willia m J ennings Price, A.B., A.M:, LL.D. 1819 Norwich University ... . . . .. ... John S. Gerety, A.B ., Lt . Col., U.S.A. 1819 University of Virginia .... The Rev.-William .Kyle Smith, B .S ., Th.B. 1820 Colby College .............. ... . ·... ... Victor Ray Jones, A.B., A.M. 1820 Indiana University ........... . . . ... George H. McFarlin, A.B., A.M. 1821 Amherst College .. .. .. .... .......... . Albert William Atwood, M.A. 1821 George Washington University .... . ....... Myron L. Koenig; Ph.D. · .· · Dean of the Junior College 1821 McGill University .... .... .... ...... ... Warde B. Allen, B .A., M .D . 1824 Kenyon College . .. .... . . .. .. . . .. . Charles c W. Judd, A.B., M.D. 1826 Lafayette College . . .. ... . ............. .. Eli Swavely, E.E., Litt.M. 1829 Illinois College .. . ...... . ...... .. . ... Douglas R. Lacey, A.B., M.A . 1830 ·: R~n,dolllb.-Macon College ..... . . . .. . .... J . N. Galloway, A.B .,. M.A. 1831 .Ji/en}J>QI).· Urtiversity .. . Herbert Grove Dorsey, B .S ., M.S., Ph.D ., Sc.D. 1831 ,,:•NeW;c"¥;orlt University ... .. . . : .. Francis J. Brown, A.B., M .A., Ph.D. 1831 Wesleyan University . ... .. .. ... ... John William Spaeth, Jr., Ph.D. .. . .. . Secretary of the Faculty and Professor 1832 ''Geftysbtirg Coliege .. .. Henry w. A. Hanson, D.D., LL.D., President 1832 University of Richmond .... . ...... .. . Eugene K . Ritter, B .A., M .A. �List of Representatives (Continued ) 1833 1833 1836 1837 183 7 1837 1837 1837 1839 1841 1842 1842 1845 1845 . 1845 . 1846 1846 1847 1847 1848 l!i48 . 1848' 1849 1850 1850 1850 18so 1851 1851 1851 185 1 1852 1852 1853 1854 185 7 1859 1860 1861 1861 1863 1865 Haverford College . ..... .. ...... Felix Morley, Ph.D ., LL.D. , D.Litt., Former President Oberlin College .. William Treat Upton, Mus.D ., Professor Emeritus Union Theological Seminary .... The Rev. H enry Pitney VanDusen, B .D ., Ph.D ., S .T .D., D .D ., President D ePauw University ......... . . ..... Lofton S. Wesley, B .A. , M.B .A. Knox College ....... .. ... ... .. .. .. J a mes A. Campbell , A.B .. M.D . University of Louisville .......... F . L . Wilkinson, Jr., M .S ., D .Eng. Marshall College ...... ..... ..... L. H . Chambers, A.B ., A.M ., Ph.D . Mount Holyoke College ...... . .. . ... ... Mrs. Henry Sandlass, B.A. Boston University .. . . .. The Rev. J . Luther Neff, A.B., S .T .B., D.D. For dham University .. The R ev. John E. Wise, S .J ., A.B ., M .A., Ph.D . Roa noke College .......... . ...... .. ... . ... Miles Wolff, A.B., A.M. Williamette University ... . .. Ross T . Mcintire, M.D., Sc.D., LL.D ., Vice Admiral, (M .C. ), U .S.N., < Retired ) Adrian College .. ...... . . . . The R ev. Montgomery J . Shroyer , Ph.B. , S.T.B ., M.A., Ph.D. United States Naval Academy . ...... . . . C. S . Seabring, B .S ., M .S ., Captain, U .S .N . Wittenberg College .. . .. . ....... . . . . Paul J. Kiefer, A.B. , B .S ., M.S. Beloit College .. . . ....... . . . .... Carroll Storrs Alden, M .A., Ph.D . Bucknell University .... The Rev. D . Hobart Evans, A.B., M .A., Th.B. The City College of New York ........ Louis L . Snyder, A.B., Ph.D., Assistant Professor Otterbein Colle- ge ...... Jacob S . Gruver , A.B ., M .A. , LL.D., Trustee University of Mississippi. .... . Mrs. Mary Hartsfield McClain, B .S. Muhlenberg College . .. .. . . . John D . M . Brown, A.B ., A.M. , Litt.D ., Professor University of Wisconsin .. ........ The Rev. Adolph John Stiemke William J ewell College . .. ...... .. .... . . . .. Vernon E. Moore, B.A. Capital University . . . . .. . . E . P . Wuebbens, A.B., D.D., Commander, <Ch.C.), U .S.N. Hiram College .............. Guy Roger Clements, A.B ., A.M., Ph.D . Illinois Wesleyan University ........ W. F . Eckley, M .S ., Lieutenant · Commander, U.S.N. University of Rochester .. . ..... . . William Roy Vallance, A.B ., LL.B. College of the Pacific . ....... Lloyd M . B ertholf, A.B., A.M ., Ph.D., · D ean elect Milwaukee-Downer College . ...... . ... Mrs. David ·A. Johnston, B .S . University of Minnesota . ....... . ........ Richard J . Purcell, A.B ., . M .A., Ph.D., LL.B. Northwestern University ... .. .. . Otto C . Brantigan, B .S ., B .M ., M .D. Loyola College, Baltimore .... The Rev. Francis X. Talbot, S .J ., A.B ., M .A., Ph.D. , D .Litt., D .H .L., President . Tufts College ................ Donald McClench, Captain, U .S.N.R .. Antioch College . ....... . .................. W . Lee. Willia m s, B .S .. Polytechnic Institute of Brooklyn ...... E . L . Midgette, B.S. in M.E .,. M .S . in M .E ., Professor The University o{ the South .. . ..... . ... H . H . Lumpkin, B .A., M.A .. Valparaiso University . ..... RudolPh S . Ressm eyer , Boa rd Member Bard College .... . ..... William Frauenfelder, A.B., M .A. , Professor Luther College . ..... . ............. . . . .. . ... M . H . Trytten, Ph.D. Massachusetts Institute of Technology, George Whittier Spaulding, S.B ., Honorary Secretary Kansas State College of Agriculture and Applied Science, · B. H . Buikstra, B.S ., M .S'.. Cornell Univer sity . .. . .. ........ Edward M. Hanrahan, A.B. , M.D .. �List of Representatives (Continued) 1865 1865 1866 1866 1866 1866 1867 1867 1867 1867 1868 1868 1869 1869 1869 1870 1870 1870 1870 1870 1870 1870 1871 1871 1874 1875 1875 1876 1876 1876 1879 1881 1881 1881 1883 1883 1885 1885 1885 1885 1885 1885 1885 1885 1886 1886 1887 Lehigh University ... . .. Earl L . Crum, A.B ., A.M., Ph .D ., Professor University of Kentucky . .. ... . ...... . John D . Goodloe, A .B., LL.B. Carleton College . .. .. .. .... ... .. . John P . c . McCarthy, A.B ., A.M. The College of Wooster .... ..... . . . William G . Workman, B .S., M .D . Hope College .... .. .... The Rev. Henry K . Pasma, A.B., A.M., Ph.D. State Teachers College at Towson .. .. . ..... Earle T . Hawkins, A .B . A.M ., Ph.D ., President Drew University . . . The Rev. Westfield W . D elaplain, A.B., B .D ., D .D . Howard University . . .. . ....... Mordecai W . J ohnson, A.B., S .T.H., D.D., LL.D ., President University of Illinois ....... , . . . . .. ... . J . J . Rutledge, B .S ., Ph.D. Western Maryland College . ...... . Lowell S. Ensor , A.B., B.D., D.D., President · University of New H a mpshire .. .. . ... . . G eorge W. Blanchard, B .A. W ells College ..... . Richard L . Greene, A.B ., A.M., Ph.D ., President P ennsylvania College for Women ... ... .. Louise L . Fontaine, A.B. Wilson College .. .. . .. . . . .... Mrs. Paul B . Thomas, A.B ., Trustee Woodstock College . . .. .. . .. . The Rev. Joseph C. Glose, S.J., Ph.D. Director of Studies University of Cincinnati . ... . . . ... . . . ... Logan Morrill, A.B ., LL.B. The Ohio State University .. . ... William W . Hammerschmidt, Ph.D . St. John's University, Brooklyn .. .. .. . .. . .. The Rev. John A. Flynn, S .T .D ., President Stevens Inst itute of Technology . ..... .. . . . ... .. B. F . Childs, M.E. Syracuse University .. . .. .... . .. .......... Louis H . Bolander, A.B . Wellesley College ... . .. . .. . .. . . . . . .. .. . .. .. Myrna Sedgwick, A.B. Wilmington College . . . ..... . .... . ... . Eliza beth E. Haviland, Ph.D. Elmhurst College . . .. . ... The Rev. W . H. Kochheim, M.A., M.T.H. Smith College . ... . .... . ... . .. .... .... Mrs. Butrett E. McBee, ·B.A. Colorado College . . . ... .... . .. . .... . Frank H . J . Figge, A.B., Ph.D . Park College . . ..... . ...... .. .. . : ... . Philip L . Warden, A.B., B .J . Parsons College ... . . . .. . .. .. . .. Wayne C. Neely, B .A., M.A., Ph.D. Agricultural and M echanical College of Texas ... John B. Jones, B .S. University of Colorado .. . . Stanley K . Hornbeck, A.B., B .A., Ph.R ., LL.D., L .H.D., Lit::t.D. (University of Utrecht), L .H .D ., Litt.D. Johns Hopkins University .. .. Sidney Painter, A.B., Ph.D., Professor University of Southern California .. . .. ... Willia m W. Evans, M .A. Drake University . . .. .. . . .. . . Kenneth F . McLaughlin, B .A., M .A. M a rquette University .. . .... .. . .. . . William P . McCahill, B.S ., M .A. Newark College of Engineering .. .. .. . .. . George c. Vedova, M.A. Ph.D ., Professor Seton Hill College . . .. .. . .. . Edda Tille Hankamer, Ph.D ., Professor W a gner College ... ...... ..... .... . .. . Willard M . Grimes, Jr., B .S . Univer sity of Arizona . . .. .. . ... A. Boyd Mewborn, B .S ., M .S ., Ph.D . Bryn Mawr College .. .. . ... .. .... . .. . . . Eleanor A. Bliss, A.B., Sc.D., Alumnae Director Georgia School of Technology .. . ..... . . D . Cooper Inglett, B.C.S. Goucher College .... . . . ... C. I . Winslow, A.B., A.M., Ph.D., Professor and Administrative Assistant Macalester College . .. .. . . .. . .. . . .. ..... . Wallace F. Janssen, B .A. Southwestern College .. . .. . . ... Lloyd M . Bertholf, A.B ., A.M. , Ph.D. Springfield College ... .. ..... . ... The Rev. George A. Taylor, B .S . Stanford University . ... . . ...... Charles D . Snyder, A.B., M.S., Ph.D. University of Chattanooga ... . . . ... . Gilbert W . Mead, Litt.D ., LL.D. Win.t hrop College .. ... . ... . . ... .. . . . Mrs. Carl Purvis Russell, A.B. Cla rk University ............ .. .. . . Earl W . Thompson, A.B ., A.M;. �List of Representatives (Co n tinued) Occidental College . .. .................. . C. W. Seekins, A.B., PhD. Pomona College . ... ... . ....... . .... . .. Carl I. Wheat, A.B., LL.B. University of Oklahoma .... . . ...... William H. Bayliff, A.B., M.S. University of Chicago . .. .. . Aaron J. Brumbaugh, A.B., A.M., Ph.D. Drexel Institute of Technology . .. . .... Leon D. Stratton, B .S., M.S. Ph.D., Dean of Men 1893 The American University .... .. Pitman B . Potter, A.B., A.M., Ph.D., Dean of the Graduate Division 1893 Hood College ...... The Rev. Henri L. G. Kieffer, A.B ., D.D., Trustee 1893 Randolph-Macon Woman's College ... Mrs. Blanche Busey Thomson 1893 Upsala College .. . . . ..... .. . . .. .. The Rev . Loyd A. Holt, A.B., B.T. 1894 Morningside College .. . . . ... Ralph E. Root, B.S., M.S., Ph.D., Sc.D. 1895 College of Notre Dame of Maryland .. . ..... Margaret Mary Toole, M.A., Professor 1899 Simmons College .. . . . . June Nichols, B.S., Regional Representative 1900 Carnegie Institute of Technology ..... .. .... . Elmer E. Hobbs, B .S . 1901 Sweet Briar College .. .. ..... . ... ..... . .. . Mrs. Herbert Peck Fales 1904 College of New Rochelle ...... . .. ...... .. . .. . .. . Mary Clary, A.B. 1908 Oklahoma College for Women . . .... Mrs. Richard S . West, Jr., A.B. 1909 U. S . Naval Postgraduate School. ......... F . L. Wilkinson, Jr., M .S ., D.Eng., Academic Dean 1909 University of Redlands . . .. .... .. ... .... . Robert 0 . Bonnell, A.B. 1911 Connecticut College .. . ... .. .. ........ Mrs. Anna D. Gillmer, A.B. 1916 Russell Sage College .. .. Mabelle L. Moses, M.A., Professor Emeritus 1916 St. Joseph's College for Women ... Cecilia A. Trunz, B.A., M.A., Ph.D. 1920 Immaculata College .. ... .... .. . The Rev. Vincent L. Burns, Ph.D., Sc.D., President 1921 Keuka College ... ...... .. .. ... . : Mrs. Alice Y. Skalnik, A.B., M.A. 1926 Sarah Lawrence College . . ................ Betty Fleischmann, B.A. 1945 Roosevelt College ..... .. . . .. .. .. .... . S. McKee Rosen, A.B ., Ph.D. 1887 1887 1890 1891 1891 LEARNED SOCIETIES AND INSTITUTIONS OF RESEARCH 1780 1844 1863 1882 1884 1899 1900 1902 1914 1918 1918 1935 American Academy of Arts and Sciences .. Philip Bard, Ph.D ., Sc.D. Maryland Historical Society . .. .. . .. George L. Radcliffe, A.B., Ph.D ., LL.B., LL.D., President. National Aca d emy of Sciences .. . Raymund Lull Zwemer, A.B., Ph.D., Executive Secretary Enoch Pratt Free Library ....... . ...... . . ... Emerson Greenaway American Histc;>rical Association . . .... .. Sidney Painter, A.B., Ph.D .. American Astronomica l Society .. . ...... . .. G . M. Clemence, Ph.B .. Association of America n Universities . .. . Sidney Painter, A.B., Ph.D .. Carnegie Institute of Washington . . . .. . F. G . Fassett, Jr., A.B., A.M. Association of American Colleges .... Gilbert W. Mead, Litt.D ., LL.D .. American Council on Education . . .... Francis J . Brown, A.B., M.A.,. Ph.D., Staff Associate National Research Council .... . . Raymund Lull Zwemer, A.B ., Ph.D.,. Executive Secretary· Maryland Hall of Records ...... Morris L. Radoff, A.B., A.M., Ph.D., Archivist. �List of Representatives (Co n tinued ) SPECIAL GRE.E TINGS HAVE BEEN SENT BY THE FOLLOWING COLLEGES WHO WERE UNABLE TO SEND REPRESENTATIVES : 1740 1834 1836 1846 1852 1853 1856 1886 1891 1898 1917 University of P ennsylvania Tulane University Emory University Carroll College La va l University Cornell College Lake Erie College Kansas W esleyan University The Rice Institute S eattle College Providence College ~~~ �' INAUGUR~l ADDRESS PRESIDENT JOHN SPANGLER KIEFFER Governor Lane, Mr. Chairman, Dr. VanDusen, distinguished delegates from our sister institutions, honored guests, ladies and gentlemen: A sense of privilege fills me today as I assume formally the office to which the Board of Visitors and Governors of St. John's College elected me last April. It is the privilege of heading the administration of the St. John's program, in the beginning of which I shared ten years ago, and in the development of which I have had a part ; and the privilege of being president of St. John's College, where I have spent eighteen years of my teaching life. Eighteen years is a brief time in comparison with the two hundred and fifty years of St. John 's College, but it is nearly half of the years of active teaching a teacher may expect. It is long enough to have seen four and half college generations pass through these halls. In eighteen years I have come to know as students and friends alumni of the college who are now established in their careers, as useful and distinguished citizens. I have come to feel myself an Annapolitan, and to have a sense of pride that my life has been lived in the capital of my native state. My pride is multiplied many times by my association with this institution which has since the early days of the colony been engaged in teaching th e liberal arts and training young men to become useful to the society in which they live, and ornaments to their community. Times have changed since those days of post war confusion when King William's School, the old colonial institution of the liberal arts , was being rechartered as St, John's College. The first classes o f what George Washington lauded as an infant seminary were soon to meet in Annapolis at the time that the delega tes from the sovereign states were coming together at the Annapolis convention-the convention which , abortive in itself, was glorious as the forerunner of the Philadelphia convention. Then St. John 's was conceived as serving not even all Maryland but the W estern Shore as our sister Washington College served the Eastern Shore . Those days of slow communication have given place to this day of almost instantaneous transport from place to place. The little college for the local MaryLmd community has become an institution to which students from far-away California come more quickly than did boys from St. Mary's county a century and a half ago. Communication is, however , not merely a matter of oxcart and aeroplane. Though the students of a century and a half ago traveled longer to Annapolis than do those today who travel farther, they came to study under a curriculum that brought them �into immediate communication with their fellows at Harvard and William and Mary, at Dickinson and Franklin and Marshall, as well as with their fellows a0ross the water and across the ages back to the legendary beginnings of the European universities. Under the classical curriculum of that time the liberally educated man had a sure basis of communication with all educated men. H e had an insight into the best that had been thought and said by previous generations and he would be understood by his peers no matter what their college. How different is ed ucation today! Our colleges not only pursue diverse aims and separate into schools that stress one subject or another, but within any one college departmental lines and the special Languages of special subjects h ave all too often made it impossible for men who hold the same degree from the same institution to talk to one another. To· meet this situation St. John's College instituted the so-called Great Books curriculum ten yea rs ago. It is this program which we are carrying on despite the change in administration which today's exercises mark. As I assume the presidency of St. John's College I make no proclamation of new p olicy. The program that Stringfellow Barr and Scott Buchanan began ten years ago has so .taken hold of Board , of faculty and students that to every one of them it is unthinkable that we should be doing anything other than we are. It has awakenend a response so widespread among other teachers, among parents and amo ng people generally that we could not if we would, depart from it. To a nation desperately in need that communication be reestablished among its citizens, St. John's has offered a way to recover our common tongue. By recovering our common tongue I do not mean reverting to the idiom of the past. The noble words of the D eclaration of Independance and the Preamble to the Constitution still have the power to move our souls ; but the revolution that began then and is rising now to the intensity of a hurricane has swept away most of the intellectual foundation of their language. We have set ourselyes -the high purpose of translating that language into an idiom appropriate to today. The St. John's curriculum presupposes that there is a unity of knowledge· which informs men's efforts to understand their world, and ·that in the Great Books of Western Civilization men 's successes and fruitful failures from .Homer to the present day haye been recon;led . Until classical equcatjon shriveled into i "clo.sed and sterile classicism its tradition, pl.ade oJ many strands, allowed ~he m~nds of successive gen~rations" by reflection . and by ex per~ment tq -~ake for tp~mselve~ forms ·for understanqing_their expenence. �The natural sciences, like Napoleon ·shattering the Holy Roman Empire, shattered with the full vigor of their crude new power, the empire of the classics. The classics continued in the curriculum on sufferance, a Vienna venerated for its architecture and ancient culture. Meanwhile the imperium of the mind was Balkanized. A balance of power among sovereign states came into b eing as the elective system. The later attempts to alleviate the faults of free election by schemes of concentration and distribution are leagues of nations keeping the fallacy of the League, the dogma of separate sovereignty. Under this dispensation the separate departments encroach on each other's sovereignty, flout the league when it pleases them, and sometimes set themselves up as pretenders to sole power over the mind. At St. John 's we reassert the right of the common intellect to sovereignty over its separate parts whether practical or speculative. We deny that there are mathematical minds, linguistic minds or minds at home only with things. Whatever special interests a student ultimately pursues he first must grasp the principles that are the basis of the mind 's sovereignty and learn the common language that they speak. The Great Books are the dictionary and grammar of this common language. Dictionary, because they contain the myths that are as it were the words of the language. Like words these myths mean concrete things and again like words they have a general reference. Helen is the daughter of Zeus and stolen bride of Paris : but she is also the gift of Aphrodite, or the cause of war. And so of Hamlet, of Apollonius' Cones, of Darwin's changing species, the elements and atoms. Grammar, because the ordering relations by which men rationalize experience are contained in them : tragedy and comedy, Socratic dialectic, Thomistic commentary, analysis and synthesis, experiment and hypothesis , the periodic table of the chemists. The Great Books teach this grammar by example and by explicit exposition. The marks of a great book are first , excellen<:e. It is a work of fine art and its surface, the immediate impression it makes , shows the reader that much is contained in it. Second, range, the fact that the authors of the books do not treat a subject matter in isolation, but imply other subjects, furnish analogies with many parts of experience. O edipus' t ragedy may be seen in terms of character and ethics , or of fate and reason. As a tragedy it is a pattern for complication, crisis and denouement which may be seen in Hippocrates' medical works, in Thucydides' History, or in an Euclidean construction. The range of a dialogue of Plato is almost unlimited. The third mark of a great book is implicit in the illustrations I have given for the second. It is contact with other great books . Aquinas comments on Aristotle. Ptolemy, Virgil and Aquinas meet in Dante. Shakespeare may be contrasted with Aeschylus in terms of Aristotle's Poetics. Darwin, Marx �and Freud, who dominate our present world, are read with better understanding by those who have read Sophocles, Plato, Cervantes and ~ Calvin ; The fourth mark is infinitud e. The questions raised by the great books are continually being answered only to refute their answers, and to lead further towards answers that may n ever be attained , though manifestly they are there. If n ot there would be no questions. Two points are clear: first that we do not make the Great Books an authoritative source of any dogmatic Truth. They tell truth but the student must have the wit to find it; the truth they tell is not truth because of their authority. One learns from them how to assent to truth, as one learns frotm his mother tongue to construct a meaningful sentence. Secondly, it is clear that the St. John 's curriculum is not wasted in sterile verbalism. The langu age of the Great Books is the language of ideas . Under the sovereignty of ideas words and opinions do the bidding of the mind, and do not dare set up p etty tyrannies of their own . • At St. John 's we do not " teach" the Grea t Books, we learn from them. Learning is not committing to memory other people's opinions. The heart of our teaching is the seminar. Here in biweekly discussion of assigned po rtions of the books, the play of questio n and answ er enlightens the student by showing the ignorance surrounding his opinions. Reduction to absurdity makes him know that h e doesn't know , and starts him o n the way to knowledge. The list of books contains within itself on a grand scale the same struggle with the ignorance of the race. As the student reads for seminar during his four years in college, poetry and history record and generalize experience of human action; the works of natural scie nce and of mathematics construct the stage on which the drama of human destiny is played and reveal its conventions. In metaphysics and theology the principles of man arid nature are analyzed and th eir analogical bonds m ade clear. The seminar read ing of the list is strengthened and ind eed made possibl e by scientific and artistic. practice in daily classes in language and mathematics and in the laboratory. Here are used the sy mbols men have devised to organize and communicate what they have learned and to find ways for further learning. In this .age of science the four years of laboratory we require gives a comprehension of the scientific revolution and a speculative and practical grasp of the instruments, m easurements and hypothesyzing that is the intellectual grounding of the sciences. As I have implied, we are determined to give science its proper place in the traditional education of our culture. We do not agree with those who would use the experimental method in all learning. Those who attempt this find themselves holding unexplained or unacknowledged dogmas wherever they try to be scientific in fields whose content is not physical nature. W e do not agree, either, with those who would humanize science by saying that t �scientists should read poetry, study ethics, or become Christians. Of course they should! But not compartmentally. Science is a way of knowing, and because of the unity of knowledge has an identity with other ways of knowing. It differs in a secondary way from other ways of knowing in its direct dealing with natural phenomena; uses devices such as the calculus or the balance, appropriate to its objects. Though the mass of accumulated data frightens all who would find a place for science in the liberal curriculum, a teaching that deals with the rational basis of its symbols and instruments, and the rational basis of its recognition of truth , while anchoring itself firml y in the manual arts of the laboratory , can offer a clue through the maze. The ultimate solution to the teaching of science is far off. We are seriously attempting to reach this solution, standing on the principles of liberal education. We neither surrender to science, nor try to soothe the beast with Orpheus' lute. · Such, in outline, is the St. John 's program. Since culture and education are creations of the mind , the first business of a college is intellectual activity . The intellectual activity of the college rests on good habits and emotional maturity , which are the responsibility of the family. It is spurred on by love of the good , which is the responsibility of religion. In college the formative power of the family over physical development must continue ; the college must fulfill its intellectual responsibility to the signs of faith. A college however, is neither a parent nor a church. Habits are preparatory to understanding , and understanding is clarifying for faith , but the college's main business is understanding. It is always an individual who understands. Therefore the individual is, for the college as for society , an end in himself. There would however be no colleges had not the human race of rational and political animals formed itself into communities rather than congregating into herds. Education perpetuates the community , just as birth, which is the original meaning of the Latin educatio , perpetuates the herd. Culture and education are a the same thing and college is but a segment in - continuing process. Through culture and education the individual finds his place in the community by finding himself and the common good. The educated man 's responsibility is to be a workman, a citizen and a man. Life, liberty and the pursuit of happiness are the terms in which the Declaration of Independence states this responsibility as man's God-given right. The St . John's program of study under the great teachers of Western Culture gives a man the wholeness of culture by which to realize the inter-relation of the individual's being with the community'~ as he learns the inter-relation or his learning with transcendent truth. From them he learns to choose wisely his vocation in the community and to grasp the principles of science and art that underlie the special skills of every profession or trade ; he learns to choose wisely in deliberations about the �common welfare and in choosing wisely to help preserve our common liberties : he learns finally to face his destiny as a man, on which depends his happiness. The college, then, in contrast to a factory or farm , whose products are external goods , produces the fabric of which society itself is made. It is at once a miniature society, a small community within society and also a member of a community larger than the state. A free nation is a community of men who live in a greater community which is temporarally actualized in the whole of history , idealized by the myth of the Garden of Eden or the Golden Age, and finally realized in the Kingdom of Heaven. Its rulers are ideas. Membership in this greater community guarantees a free political society. It enables us to know ourselves, to learn our difference from mere members of a herd . It enables us to question and justify the principles enunciated in the Declaration of Independence and frees us from having to accept them merely as hypotheses. The totalitarian state enslaves its subjects by the very fact of recognizing no greater community. A college is the guardian of freedom for its nation if it naturalizes its citizens in this greater community through reading beyond words to ideas. The republic of letters is democratic . Ideas keep no Blue Book of acceptable friends , exercise no tyranny, join no cartels. The Great Books keep open house. A democratic society is incomplete if it denies liberal education to anyone prepared to receive it. It will be ineffectual if the majority of its citizens have not entered the republic of letters. Education plays democracy false if in the name of democracy it offers the majority a partial education and lets our schools turn out graduates who lack acquaintance with excellence. It strangles democracy if in the name of democracy it denies that there is any standard of truth except opinion. The crisis of the modern world has long been evident in the crisis and confusion of its education. It has become appallingly evid ent to every citizen that we are threatened with the breakdown of civilization. Since civilization and civil institutions exist in the minds of men, we are failing as citizens and as m en. We cannot look to somebody else to save us or hope that emotion will carry us through . Nothing but hard thinking about fundamental matters, eternal verities if you will, can avail. The Great Books are the guides to such thinking, not, let me repeat , because the answers are in the back of the book, but because they illuminate the questions and help us find our own answers. We are being challenged from the outside because we are weak within ourselves. When we discover the principles on which our civilization is built and recover our common language, we will withstand all assaults of our enemies. It is the privilege and determined duty of St. John's to join with all our sister institutions in this discovery. �EDUC~TION IN CRISIS THE REVEREND HENRY PITNEY VAN DUSEN My first word must be one of brief but cordial congratulation to St. John's College on its new president, and of felicitation and good wishes to President Kieffer as he takes up his new office. And in this, I am sure I speak for all, and especially for the academic representatives, who are gathered here this morning. To suggest that American education stands today in crisis is a statement which evokes neither surprise nor interest. It strikes our ears less as the proclamation of news than as the reiteration of an old and hackneyed refrain. The very word " crisis" is a verbal coin whose faces have been worn flat by excessive handling. And nowhere more than in discussions of education. A penchant for self-scrutiny is a familiar feature of the academic mind, a sign of health as well as of disease. But there is reason to believe that today's self-criticism is more than the latest expression of a perennial mood. It is usually assumed that the current crisis in education is one expression of the world 's crisis. It might be argued that the causal relation is the reverse . Rather , we are witnessing th e sudden precipitation-in both society and the schools-of a solution which has been slowly forming over many decades. II Let me refresh your memories of the historical background. As is well known, higher education in the United States was initially almost exclusively under religious auspices. Colleges were mainly of two types . Earliest were those along the Atlantic seaboard which have since developed into the privately endowed institutions, most of them founded as training-schools for leadership in church and state-like Harvard College, "lest New England be cursed with an illiterate ministry !" Among these, St. John's holds an ancient and honored place . Somewhat later in appearance were the so-called "Church Colleges,'' scattered in every state of the Union, founded by particular religious Communions, in order that their youth might have the privileges of the higher learning, to be furnished them in an avowedly and vigorously Christian setting. Only at a much later period did secular higher education attain significant proportions. Until less than a half century ago, the relation of relig'i on to ·collegiate training in America was two-fold. The Ch~rch was prevailingly the parent and sponsor of educatio n. And religion was the keystone of the educational arch-the controlling factor in both theory and practice. �This was precisely as most Americans wished. The role of religion in the instruction of their children exactly mirrored the importance they professed to give it in their own l_ives. Courses were few and fundamental. Students' programs of study were, for the most part, uniform and required. The aim of education was conceived as the preparation of the total person for all of life ; therefore, training of intellect and character claimed equal priority. III A new epoch dates roughly from the turn of the last century. Its twin features were multiplication and secuiarization . As recently as 19 0 7, college students in this country totalled only 300,000. Thirty years later, their number had multiplied four-fold; today almost ten-fold. Such rapid increase in clientele could be cared for only by a mushroom growth and multiplication of institutions, of diverse sizes and types , under a variety of sponsorships, in every corner of the land . However, multiplication was not only in students and institutions, but also in subject matters. These were the decades of the most rapid extension and diversification of knowledge in human history. A ccommoda tion in the structure of education was inevitable. The larger universities multiplied schools and divisions ; the smaller colleges multiplied departments ; all multiplied subjects and courses within almost every department . This development bas flourished all along the line, but with most jubilant unrestraint in the so-called " practical" and vocational fields , rather than in the traditional and humanistic disciplines. Not only have the dimensions of the typical curriculum swollen almost beyond recognition ; the traditional balance has altered even more drastically. Diversification in knowledge and subjects has had its parallel within faculties in the familiar advance of specilization in scholarship and a corresponding narrowing of the area of competence of each instructor, a development which led Professor Whitehead to the considered declaration: "The increasing departmentalization of universities during the past hundred years , however necessary for administrative purposes, tends to trivialize the mentality of the teaching profession. " It has found expression among students in the invitation to "free election," what has been not inaptly described as " the bargain-counter theory of education." Indeed , the present-day university curriculum reminds one of nothing so -much as a cafeteria , where unnumbered tasty intellectual delicacies are �strung along a moving belt for individual choice without benefit of dietary advice or caloric balance. And the result in the mind of the student? All too often, obesity or mental indigestion ; or, it may be, malnutrition and even pernicious intellectual anemia! Finally, multiplication has been parelleled, as both effect and cause, by progressive sewlarization. No longer is religion a dominant factor in education , either its theory or its practice. No longer is religion the keystone in the arch of truth , but rath er one brick among many , and a brick for which no very logical or satisfactory place within the main structure has been discovered. Thus, American education has sloughed off its traditional principle of organization , of coherence and cohesion. IV In the past few years, something which may not unfairly be characterized as a revolution in the underlying philosophy of higher education in America has quietly been taking place. It was foreshadowed short! y before the recent War in a number of institutions, most notably in this College which today we delight to honor, less boldly and consistently at Chicago, Harvard, Princeton and elsewhere. Those first revolts against the long-dominant drift , then often derid ed and dismissed as quixotic or reactionary , are now seen to have· been early anticipations of a tidal movement which , under the solemnizing impetus of wartime self-examination, has brought most of higher education in America under its power. A recent survey revealed that , of some thirty leading colleges and universities of every type and in every part of the country which were projecting radical curricular revision, over three-fourths were instituting changes at these points: Increased emphasis on general education with decreased opportunity for specialization; Increased requirement of specific courses or subjects with decreased privilege of free election; Increased insistence upon distribution of the student's program of study among all the major areas of human knowledge. Thus is revealed a trend which is nation-wide, which embraces institutions of every size and type, which is nearly universal. This deliberately determined trend is a direct reversal of the drift which had ruled higher education in America for half a century. We have called it a "revolution." It might equally appropriately be defined as a "conversion"-an aboutface in the orientation of educational philosophy. �v How are we to explain this extraordinary revolution? What are its motives and its principles, whether avowed or covert? The most generally acknowledged motive is expediential. The Harvard Report on General Education in a Free Society voices the widespread concern over the prevailing chaos in American culture. It points to the "supreme need of American education for a unifying purpose and idea." It proposes to overtake the present lack by introducing each undergraduate to "a common body of information and ideas which would be in some measure the. possession of all students." (We seem to detect here the direct influence of St. John's, which the Harvard Committee freely confesses.) But one must point out that this motivation, however legitimate, is merely pragmatic. To turn forth a generation of national leaders possessed of a " common universe of discourse" through acquaintance with the same subject-matter, and thus to prepare a seedplot for the reintegration of American culture, is a counsel of expediency, and possibly of despair. The allegiance of learning, when true to itself, is not given to national need, however urgent, but to TRUTH as its regnant liege-lord. Beneath almost all the current proposals for reform , with all their variety in detail, lie two assumptions , covert when not avowed, regarding the two basic factors in the high art of schooling-the nature of truth and the nature of man. It is these two usually unconfessed assumptions which require to be brought forth and placed under the white light of critical examinati(Jn and appraisal. It is to them that I invite your special ·attention. VI The first assumption is the organic unity of truth . This is openly. avowed by Yale which affirms that " knowledge for all its convenient compartmentalization is essentially one piece, as is the life which supports knowledge ;" and by Princeton which grounds i" n ew course of study firmly on the " twofold belief ts in the unity of knowfedge and the diversity of human beings."· Th e organic unity of truth--each several part being what it is by virtue of its place within the Whole. This carries the corollary of the co herence of knowledge, which is man 's apprehension of truth. To b e sure, no human mind, or all together, ever succeeds in encompassing .the Whole of Truth . But, by the same token, no human mind rightly grasps any fragment of truth without at least some dim awareness of the Whole �which gives each fragment its existence and its meaning. Moreover, if truth be an organism, then every reflection of truth in man's knowledge-every subject of the curriculum and all its subdivisions-ought to be so presented as to suggest that ultimate unity. Knowledge which i§ portrayed without conscious recognition of its interrelatedness to all other knowledge is inadequately, falsely presented. In the most literal sense, it is not TRUTH which is being set forth. And that is unsound learning. A first task of education is to bring home to the student, through its underlying philosophy and through every aspect of its teaching, a steadily deepening and controlling awareness of the organic unity of all truth. Parenthetically, I may be permitted to point out that this is an assumption with immense significance for religion. It forces the question: If truth is an organic whole, how does it come to be so? Whence springs the interrelatedness and coherence of knowledge? What do these imply regarding the nature of reality? We are driven hard up against the ultimate issue, for learning and for life-the question of God. The fact that few educators thus far have had the perspicuity, or more probably the courage, thus to define and face the issue four-square does not alter its essential character. VII The other assumption concerns the other basic factor in the educational process-the student. Stated quite simply, it is that the youth of seventeen to twenty years of age is not competent to decide the essentials of his own education. The college must accept responsibility. to determine, in considerable measure, his choices. And, in an age lacking coherence and in a culture crying for cohesion but under the domination of specialized interests and fragmentary loyalties, it must introduce him to the great disciplines of learning which together constitute the foundations of an educated mind. Through all the current analyses of civilization's sickness , which shadows most men's minds with apprehension and some with desperation, there runs a single thread, like a persistent and wearisome motif: The knowledge and skills of modern civilization have outrun the moral and spiritual resources for their direction and control. The imperative need today, overshadowing all the other unnumbered and urgent needs , is-firmer character, higher integrity, larger spiritual vision, unimpeachable and unshakable fidelity, fuller devotion, and what one of our foremost American statesmen keeps pleading for-a righteous and dynamic faith. Here , again, the motivation is largely expediential-the desire to produce more useful public citizens. But the assump- �tion whic;h underlies the motive is here, likewise, more thar:.. pragmatic. It concerns the nature of man and his needs. In this sphere also, we are being led ba.ck behind a conception which has largely dominated- education in the recent epoch, that man is primarily an intellect to be instructed and trained , · to the conception which guided our forebears who first planted schools on this continent, including the founders of this College, and which led them so prevailingly to place higher education firmly under religious auspices-that human nature is bipolar-mind and soul , and that the concern of learning is with the whole man as with the Whole Truth, to lead forth his mind into an apprehension of that Truth and his soul into a disciplined and obedient loyalty to its imperious commands. The task of education is both to fill the mind and to form . the soul. VIII The desired ends can be achieved, but only on true pre.suppositions and by necessary means . What is required is noth ing less than an about-face, "conversion," in both the assumptions and goals of our living ; and also of the training of our youth. Not the curriculum only, but every aspect of philosophy and structure and spirit in education, cries for radical remaking . The great new secular institutions, themselves so largely uncritical products of that which must be recast, appear almost beyond the possibility of reclamation. But the more ancient and smaller colleges, planted initially on sound foundations, still bearing in their being something of their original heritage -here there is hope! Perhaps this is the challenge to St. John's -on the threshold of a new advance. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 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/. Title A name given to the resource Inauguration of John Spangler Kieffer as President of St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-25 Identifier An unambiguous reference to the resource within a given context Bx1-77 Description An account of the resource Program and printed speeches of the inauguration 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 Subject The topic of the resource Kieffer, John Spangler. Inauguration Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8a8e24a001363789abcca0f892e50b7c.jpg e52f33fd50ce232ab5ccce42fe6ac370 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-1065 Title A name given to the resource Inauguration of John Spangler Kieffer - Procession on Front Campus, 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 1947-10-25 Creator An entity primarily responsible for making the resource Hayman Studio Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg 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 Relation A related resource <a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a> Subject The topic of the resource Kieffer, John Spangler. Inauguration https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5890f4c277cb8610218a395dd5ffa354.jpg 8ca2b1ea56ebdfabe301783ffc54bd33 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-1066 Title A name given to the resource Inauguration of John Spangler Kieffer - Procession with Faculty in Academic Robes on Front Campus, 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 1947-10-25 Creator An entity primarily responsible for making the resource Hayman Studio Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg 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 Relation A related resource <a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a> Subject The topic of the resource Kieffer, John Spangler. Inauguration Tutors