7 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9a2573b7c7d2d91c1d9db7636fb92e2c.pdf 8461a8598c2407ff54f8354fc9438abb 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1934_12_14 Title A name given to the resource St. John's Collegian, December 14, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-12-14 Description An account of the resource Vol. XLVI, No. 8 of the St. John's Collegian. Published on December 14, 1934. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/054289c64d79b50abee7e604705fc3eb.pdf 1cce6d35aef51b1b8780cc6e0eb18019 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1934_12_21 Title A name given to the resource St. John's Collegian, December 21, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-12-21 Description An account of the resource Vol. XLVI, No. 9 of the St. John's Collegian. Published on December 21, 1934. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/4ec109b6af60db8ffeea43c6f9788911.pdf e2a1680b1d2e45956ae35526f2476a7b 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_1_11 Title A name given to the resource St. John's Collegian, January 11, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-01-11 Description An account of the resource Vol. XLVI, No. 10 of the St. John's Collegian. Published on January 11, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/ade9b06a15455973141af4214be37648.pdf a87e3d06b084d8bac7d1baeeba68ac60 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_2_1 Title A name given to the resource St. John's Collegian, February 1, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-02-01 Description An account of the resource Vol. XLVI, No. 11 of the St. John's Collegian. Published on February 1, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/457d210432b0fd5c857d4facad3425f5.pdf d2305974ace281ef487022b5e9c67ed1 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_2_8 Title A name given to the resource St. John's Collegian, February 8, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-02-08 Description An account of the resource Vol. XLVI, No. 12 of the St. John's Collegian. Published on February 8, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/67090551fcb75883e123dc3fd4de2b5c.pdf 7cab39295853e3d6c4c475b36228844f 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_2_15 Title A name given to the resource St. John's Collegian, February 15, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-02-15 Description An account of the resource Vol. XLVI, No. 13 of the St. John's Collegian. Published on February 15, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/a043fd44be4486ac83182c57d9bf2cce.pdf ccf36d21d8c507f67f935281348d0356 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_2_22 Title A name given to the resource St. John's Collegian, February 22, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-02-22 Description An account of the resource Vol. XLVI, No. 14 of the St. John's Collegian. Published on February 22, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/b9b1ea237932ec1cfbee3d07c00c97a4.pdf 9c7f110dad0b01db3237bde6b112d459 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_3_1 Title A name given to the resource St. John's Collegian, March 1, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-03-01 Description An account of the resource Vol. XLVI, No. 15 of the St. John's Collegian. Published on March 1, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/4ca66689e3270b05ee89144d4586fe74.pdf c892ae6782bb0d54305ccd418025ca20 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_3_8 Title A name given to the resource St. John's Collegian, March 8, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-03-08 Description An account of the resource Vol. XLVI, No. 16 of the St. John's Collegian. Published on March 8, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/9820df8ccf6fc57148ee1727c56c44f9.pdf caf811df680b68561d7c81e94bbe515e 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_3_15 Title A name given to the resource St. John's Collegian, March 15, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-03-15 Description An account of the resource Vol. XLVI, No. 17 of the St. John's Collegian. Published on March 15, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/6dbe98beb8d5f6c784dcfddbc8eda18c.pdf a280d722a75590c1a9651918a400cf43 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_3_22 Title A name given to the resource St. John's Collegian, March 22, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-03-22 Description An account of the resource Vol. XLVI, No. 18 of the St. John's Collegian. Published on March 22, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/f20e65ece52e272fdf3d4acad64680dc.pdf f949ad5b08b37658a15c3dafd663a635 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_3_29 Title A name given to the resource St. John's Collegian, March 29, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-03-29 Description An account of the resource Vol. XLVI, No. 19 of the St. John's Collegian. Published on March 29, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/fd00f811866d01dcac9cd73808274dc7.pdf 8ddf607dee057c2a382768800942fac8 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1935_4_5 Title A name given to the resource St. John's Collegian, April 5, 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935-04-05 Description An account of the resource Vol. XLVI, No. 20 of the St. John's Collegian. Published on April 5, 1935. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD 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/6a80982a44804b25d77315d836100580.pdf f5af2fffd5a79fbeeb72bc28c05ff9d5 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1934_6_6 Title A name given to the resource St. John's Collegian, June 6, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-06-06 Description An account of the resource Vol. XLV, No. 20 of the St. John's Collegian. Published on June 6, 1934. Creator An entity primarily responsible for making the resource Bailey Jr., Roland J. (Executive Editor) 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/8328da4088ea650921343f9d358b9b13.pdf 16029ff8fa292404c2559956e1b15f94 PDF Text Text Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Dante and the Hero’s Quest for Healing I want to talk about a very old kind of story. Or rather, I should say, the only kind of story – the hero’s quest. Tonight we will discuss the hero’s quest in ancient and modern literature using examples from mythology, Homer’s Odyssey, Virgil’s Aeneid, Dante’s Inferno, and finally my own novel, The End of Healing. My lecture will consider how each of these stories—and for that matter every good story—involves a process of healing, both for the broken world in which the hero finds himself and for the hero personally. These stories all resonate for us because we all identify with the hero and we are all on a quest for healing. By way of apology, first let me first make clear that throughout this lecture, despite my use of mostly masculine examples of heroes, I use the word hero without reference to gender. Although some hero archetypes are most commonly associated with male gender and some with female gender—the Oedipus complex has its corollary in the Electra complex—all of the hero archetypes we will discuss tonight can manifest in either gender. Second, let me acknowledge that my observations today are derivative. I give thanks to my tutors of ancient and modern times who have authored me and my work. Among my authors I particularly give thanks to the departed St. John’s College tutors Chaninah Maschler who gave me her love of biology and the old testament, Michael Littleton whose Purgatorio preceptorial I attended over 30 years ago, and Jacob Klein; to the very present Joe Sachs, whose Don Quixote preceptorial was one of the best of all time; to all my great tutors at St. John’s College, especially Jon Tuck, Marilyn Higuera, John White, Peter Kalkavage, Elliott Zuckerman, Jon Lenkowski, Eva Brann, Ed Sparrow, and Winfree Smith; and to all the authors of the great books we will discuss tonight that still serve as some of our greatest guides through the world’s darkness. Thank you for giving me the opportunity to talk with you about some of my favorite stories. This lecture will have 4 main parts. First, I will give an overview of the framework for the archetypal hero’s journey as described by Joseph Campbell, Carl Jung, and others. Second, I will apply that framework to Dante’s Commedia to help us understand how the hero’s journey involves a process of healing. Third, we will delve deeper into the past to examine some of the earlier hero myths that influenced Dante’s work, focusing especially on the Odyssey and Aeneid, to see what these works tell us about the hero’s healing journey. Lastly, we will move to the future to examine what all this has to do with health care and the quest for healing in today’s world. Part 1: The Hero’s Journey The ancient pattern of the hero’s quest was well described by Joseph Campbell in his seminal work The Hero with a Thousand Faces in 1949.1 He revealed that this ancient story pattern resonates because it draws on ancient unconscious archetypes described by Carl Jung and others. Campbell and Jung described how the outward journey of the hero reflects a parallel inner journey. In great stories, both the outward and inward journeys occur simultaneously and complement and reinforce one another. The diagram below 1 Joseph Campbell, The Hero with a Thousand Faces, Pantheon Books, 1949 �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 provides an overview of the typical components and order of a hero’s journey story. In a famous memo to executives at Walt Disney Pictures in 1985, Christopher Vogler described how this classical hero myth lies behind all great stories, screenplays and movies. Christopher Vogler, http://www.thewritersjourney.com/hero's_journey.htm By way of example, let’s briefly consider one of my favorite woman-‐child heroes, Dorothy in The Wizard of Oz. Dorothy begins her story in the ordinary world. She is called to adventure when Miss Gulch attempts to kidnap her beloved Toto. But when she meets Professor Marvel she begins to realize that the ordinary world may not be exactly as it appears. Even though Professor Marvel serves as a good mentor to Dorothy, in the beginning we are left to wonder whether he is a true healer, or is he, as she later claims, just “…a very bad man!” She attempts to refuse the call and run back to her Auntie Em’s house in Kansas but ends up crossing the threshold into another world where she encounters difficult tests, discovers three wonderful allies, and faces dangerous enemies. Then Dorothy faces the seemingly impossible task of killing the Wicked Witch of the West. She and her friends approach the Witch’s castle, the place they most dread, and she undergoes an agonizing ordeal in which she is captured and condemned to death, only to be saved in the very last instant before the hourglass runs out. She then seizes the sword, �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 or in this case a bucket of water, kills the witch and then begins on the road back to Kansas. When she finally reawakens there she has a new perspective and power that allows her to truly see and understand the ordinary world in a way she never could have imagined before. That in a nutshell is a description of the hero’s journey and it has been well described. What has been less well described is how this classic hero’s myth always involves a process of healing or movement toward wholeness for both the hero and the broken world he inhabits. This is what we are going to talk about today, and we will use as our primary guide, Dante Alighieri, and his divine hero myth, La Commedia. Part 2: La Divina Commedia If hero journey stories are the stories that resonate most with humans, it goes to follow that these stories portray the most important spiritual steps for humans in their path to wholeness, in their work to grow. These stories teach us that the greatest growth for humans comes from discovering a healing path through agony and despair. So it is fitting that Dante’s comedy begins in a dark wood. Nel mezzo del cammin di nostra vita Mi ritrovai per una selva oscura, ché la diritta via era smarrita. Inferno, I, 1-‐3 “In the middle of the journey of our life, I found myself in a dark wood where the straight way was lost.” In the Commedia, we are not told how Dante became lost, yet every one of his readers in his time knew his story. Dante’s early dream was to play a major role in the government of his city-‐state of Florence, at that time, perhaps the greatest republic in world. In fact, strong lines of evidence suggest that he became a physician and member of the “Arte dei medici e speziali" (The Guild of Physicians and Apothecaries) in Florence in 1296 because of Florentine law requiring enrollment in one of the guilds as a prerequisite for election to local government office. From Dante’s early writings we know that he dreamed of helping to create in Florence a new Jerusalem. And in 1301, 700 years ago, his dream appeared to be realized. He was elected as one of the six magistrates, the highest office, of his beloved city of Florence. He had already served his fair city for some five years as a devoted statesman, and had finally reached what he thought was the pinnacle of his career. As a city magistrate he had the opportunity to make a real difference for good, to foster peace and justice, and support a Renaissance in Florence such as the world had never known. But he became embroiled in unforeseen political intrigue. After only a year as magistrate, he was exiled from his home, never to return again. At age 37, he suddenly found himself despised and homeless, notwithstanding his devotion to the city of Florence and his non-‐partisan efforts on its behalf. And that is where the Divine Comedy begins–in his unfathomable despair. His dark wood is the ordinary world and the entire Commedia is devoted to his finding his way out. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 For that he requires a mentor and guide and everyone knows that Dante is led by Virgil, just as Virgil was guided by Homer; as Aeneas was guided by Venus the goddess of love; as Homer’s Odysseus was guided by Pallas Athena. When Virgil first introduces himself to Dante he immediately challenges him with a call to adventure. Poeta fui, e cantai di quell giusto figliuol d’Anchise che venne di Troia, poi che ‘l superbo Ilïón fu combusto. Ma tu perché ritorni a tanta noia? Inferno, I, 73-‐76 He says: “Poet I was, and I sang of the just son of Anchises that came from Troy, after proud Ilium was burnt to the ground. But why are you turning back to all that misery [or boredom]?” Virgil appears, as all mentors do, in just the right moment to guide Dante not back into the misery, the “dark wood,” of the ordinary world, but rather to guide him into an extraordinary world of forms and meaning that undergird and ultimately can help restore the ordinary world. Dante is overwhelmed by this meeting, and responds: O de li altri poeti onore e lume, Vagliami ‘l lungo studio e ‘l grande amore Che m’ha fatto cercar lo luo volume. Tu se’ lo mio maestro e ‘l mio autore, Inferno, I, 82-‐85 “O of the other poets our honor and light, value my long study and the great love that has made me search your volume. You are my teacher and my author.” Regarding the meeting of Dante with the author of The Aeneid let me state the obvious. The reason that Virgil is able to serve as Dante’s guide is because he has been there before. Virgil has seen and understands every type of sin or misstep that Dante will encounter in the Inferno. For he has taken his Aeneas there before and provides the description of the underworld that is the foundation of Dante the author’s description. Furthermore, Dante recognizes Virgil as his author—that Virgil made him what he is. Dante recognizes that his love of Virgil’s work has also made him an author and has prepared him to tell his own story. And Dante’s protagonist must be guided by Virgil because Virgil’s Aeneid was Dante’s guide to the underworld. What Dante has come to understand about the underworld, has largely come through Virgil’s instruction. Still, Dante must screw up his courage when it is his turn to crossing the threshold into hell. This most famous of all cantos begins with the famous words: “Per me si va ne la città dolente, per me si va ne l'etterno dolore, per me si va tra la perduta gente. Giustizia mosse il mio alto fattore; fecemi la divina podestate, la somma sapïenza e 'l primo amore. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Dinanzi a me non fuor cose create se non etterne, e io etterno duro. Lasciate ogne speranza, voi ch'intrate." THROUGH ME THE WAY TO THE CITY OF WOE, THROUGH ME THE WAY TO EVERLASTING PAIN, THROUGH ME THE WAY AMONG THE LOST. JUSTICE MOVED MY MAKER ON HIGH. DIVINE POWER MADE ME, WISDOM SUPREME, AND PRIMAL LOVE. BEFORE ME NOTHING WAS BUT THINGS ETERNAL, AND ETERNAL I ENDURE. ABANDON ALL HOPE, YOU WHO ENTER HERE. Inferno, 3, 1-‐9 These are the horrifying words Dante sees inscribed over the entrance to hell. Of note, he is one of the few, including Jesus of Nazareth whose hero myth is well known to all, who is able to pass through this gate without abandoning all hope. After passing through the gates of hell, Dante’s instruction begins in earnest. He explores every inch of the nine levels of hell that Virgil describes only in passing in his Aeneid. In Dante’s hell, just as in Virgil’s Tartarus, every punishment is perfectly suited to the crime. For Dante, exploring the levels of hell involves a process of diagnosis. He is able to fully understand the reasons for the brokenness of the world by uncovering the sources of human suffering and understanding the nature and types of human missteps, or sins, that have led to this brokenness. As shown in the schematic of Dante’s hell by Mandelbaum below, he places mistakes of over-‐indulgence at the highest levels, errors of violence in the middle, and fraud in the bottom. Dante saw the misuse of the intellect or the mind to deceive others as the very worst kind of human error. At the bottom of his hell he places treachery—first treason against family, then country, and last of all treason against our natural lord and master, against God. In Dante’s Inferno all the types of human missteps are catalogued—every single one. His catalogue of sin is comprehensive. Every type of mistake or temptation is considered, so at some level, there is no completely new story that can be told after the Commedia. Every story deals with one or another of these human mistakes or near mistakes. For Dante, encountering each type of mistake and seeing its consequence is a harsh and bitter reminder of his own missteps and the consequences of those missteps for others. So, his descent is an ever worsening trial of pain and suffering as Dante discovers the consequences of misguided action in the afterlife. Like much of the first half of the Odyssey and of the Aeneid, much of the Inferno is filled with the protagonist’s tears and internal suffering. For Dante, this process is one of diagnosis (understanding the condition) that is his first step toward healing. Let me also note, that after his exile from his beloved homeland, it does his heart good to see many of his worst enemies in life, finally paying for their crimes. For him, seeing justice done in the afterlife begins the process of healing. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Mandelbaum Diagram of the Inferno2 Dante’s rebirth occurs when he passes through the very bottom of hell, the poles of the world are reversed, and Dante thinks “they are heading back to hell” (Inferno 34, 81). It is only then that he and his beloved guide Virgil are able to “ascend...to see again the stars” (Inferno 34, 136-‐139). 2 From THE DIVINE COMEDY OF DANTE ALIGHIERI: INFERNO by Allen Mandelbaum, , Illustration by Barry Moser, copyright © 1980 by Allen Mandelbaum, Bantam Books, a division of Random House, Inc. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 So you notice that Dante in the Inferno has not yet “seized the sword.” Indeed, he has only barely passed through his own rebirth when the first story ends. Of course the story does not end here. Dante’s healing is just begun. When Purgatorio begins diagnosis is no longer the focus, but rather purification. Once hell is abandoned, the Purgatorio lays out the disciplined path that Dante suggests that our souls require for healing. As Dante and Virgil climb the mountain of purgatory, Dante learns how practice of good habits can lead to virtue and health. On each level of purgatory the same errors encountered in hell are met one by one. The only difference is that the people in purgatory work to overcome them. In purgatory, Dante is to undergo a stepwise process of purification and rebirth when he arrives at the top of mount purgatory in the earthly paradise or Eden. Near the bottom of purgatory, seven “P”s are traced on Dante’s forehead, standing for the deadly peccata [sins] that weigh him down and keep him from paradise. As Dante struggles up the mountain, the marks are cleansed from his forehead one by one. The following texts from the Purgatorio describe this cleansing process as a kind of healing. “Seek only that the five wounds healed by being painful soon may be closed up, as the other two already are.” (XV, 79-‐81) “But, to soothe you and to grant your wish, here is Statius. I call on him, I beg him, to be the healer of your wounds.” (XXV, 28-‐30) “With such treatment and with just such diet must the last of all the wounds be healed.” (XXV, 138-‐139) “Keep your munificence alive in me, so that my soul, which you have healed, may please you when it leaves its mortal frame.” (XXXI, 88-‐90) As a result of this process of being freed from the burden of these wounds, Dante “feels so light as to be able to soar into the heavens.” In his last words of the Purgatorio he exclaims: “I came forth…renovated, even as new trees renewed with new foliage, pure and ready to rise to the stars.” (XXXIII, 143-‐145) Dante’s conclusion to the Purgatorio reminds us that the ancient Greek word “phusis”, from which the word physician is derived, means growth. The true physician is the one who stimulates growth. And in purgatory growth is stimulated through the practice of healthy habits, confronting and overcoming the temptations and errors of our lives. It seems natural to ask at this point whether Dante’s poetry doesn’t stimulate growth in precisely the way of a good physician. Surely this is Dante’s aim. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Part 3: Resonance of the Inferno with earlier hero stories Let me now turn to the earlier hero myths that influenced Dante’s work, focusing especially on the Odyssey and Aeneid, to see what these works tell us about the hero’s healing journey. These hero stories particularly resonate with Dante and show some of the many ways to tell the story of the hero’s quest. The Aeneid is an homage to the Odyssey as La Commedia is an homage to The Aeneid. Both stories feature a journey to the underworld in their centers and each hero has a sibyl guide, and in the underworld each hero seeks to come to terms with their past and gain vision of their path into the future. As it is for Dante in the Commedia, rebirth and enlightenment occur for both Odysseus and Aeneas in the underworld, in the most desperate place of all. Healing occurs through their contact with the hidden Cthonic underworld, and both involve a seer, Sibyl, oracle helper, who serves as a guide to the navel of the world, the place of their rebirth. For both Odysseus and Aeneas, like Dante, the ordinary world is a broken world from which they would prefer to hide and escape. Both Odysseus and Aeneas seek to escape their broken world, Odysseus with the divine Kalypso, and Aeneas with his beloved Dido, but both find themselves unable to forget their past and fated future. Like the Athenians in the time of Theseus who didn’t want to admit that it was wrong for their children to be sacrificed to the Minotaur, none of our heroes want to face the horror embedded in the ordinary world, but they are compelled to do so. All of three of these hero myths involve reluctant heroes who are forced to confront the pain in their ordinary world. Dante is accused of graft and exiled from his beloved world of Florence forever. Odysseus, the wounded warrior, must confront and recover from the horrors of war and his guilt over abandoning his family and losing all of his crew one by one. Aeneas’ ordinary world is burnt to the ground and destroyed forever. So we can rightly wonder on this day of 9–11 as we ponder the place where the twin towers once stood. How can such wastelands provide grounds for healing and lead to rebirth? Dante clearly has more regard for pious Aeneas, led by the goddess of love Venus who serves as his mentor, than he has for Odysseus, whom he punishes as a smooth-‐tongued false counselor or rhetorician in the realm of fraud. Yet even though Virgil’s Aeneid is more directly related to Dante’s story, please give me leave to reverse courses and turn to the older story of Odysseus first, as it will help us better interpret The Aeneid. Odysseus’ homecoming story begins not with Odysseus—we are only are told that he is stranded on Kalypso’s isle, despondent, unfit, and without hope of ever returning home again. The Odyssey begins with Athena’s plan to save him, and the call to adventure of his son Telemachus. Athena recognizes Odysseus’ critical need for his family to help him achieve his homecoming. And it is Pallas Athena, the goddess of wisdom who serves as Odysseus’ mentor. For the first four books of the Odyssey Odysseus himself is strangely absent. Instead we are occupied with Athena disguising herself as Odysseus’ wise old friend Mentor and the early books primarily deal with her serving as a guide and mentor to his son, not to Odysseus himself. Meanwhile Odysseus’ ordinary world is living with the immortal Kalypso in indolence and pleasure. And yet we learn that he spends most of his days in mourning, homesickness, and grief. His world on a fantasy island with Kalypso is a perfect world, but it is a world he cannot accept. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Finally in Book V, Odysseus leaves the island of Kalypso where he has lived 8 years in the company of the immortal goddess. After 18 days at sea on his raft he is finally within sight of Phaiákian land. But Poseidon conjurs a storm that completely destroys his raft. The storm strips him of his clothes and for two days and nights he is cast about the sea holding on to the single beam remaining from his raft. On the dawn of the third day the sea calms and he swims for the shore. With the help of the gods avoids the crashing breakers of the rocky coast of the island of Skeria and finds a river inlet where he can make his way ashore. He drags himself between twin bushes of olive from one stem—one wild and one cultivated—where he falls into an exhausted sleep. As Kathryn Davis notes,3 the twin olive bush has two meanings. First, it serves as a sign of Athena, evoking the myth that she brought the cultivated olive to Greece but that it had to be grafted onto wild stock to thrive. Second, the olive prefigures Odysseus’ homecoming (for both him and us) and it allows him the opportunity to remake his olive tree bed as part of his work of recovery. The next day, the naked Odysseus is discovered by the king’s daughter Nausikaa who has gone to the river with her handmaids to wash clothes. There on the shore, Odysseus appears reborn like a naked babe and he is clothed and fed and brought back to the Phaiákian king and queen. Thus, within the first story of the Odyssey, Odysseus experiences his rebirth on the shores of the land of the Phaiákians. But closer reading suggests that his death and rebirth begin, are centered on, and derive from his experience in the underworld. Odysseus’ journey to the underworld is told as a story within a story, in his Homeric telling of his own story to the Phaiákian people. He tells the story of his death soon after his rebirth on the beach, after he has barely survived another near death experience, his near drowning on his desperate attempt to return home. With the Phaiákian’s he becomes a storyteller and his healing, recovery, growth (Gr. Phusis) rapidly progresses. The middle half of the Odyssey consists not of an impartial story of Odysseus’ return, but rather of Odysseus’ telling of his own story. Odysseus –must tell his story to heal. This is reminiscent of the primary healing modality employed by the wounded warrior’s project for American soldiers with post-‐traumatic stress disorder (PTSD) returning from the Middle East. For those who can heal, sharing their story is a key part of healing for those returning home from the horrors of war. Odysseus is able to return to the ordinary world by helping to change it, by sharing his accumulated wisdom, by telling his story. The reader has to wonder, along with the king and queen, whether or not he is a reliable historian, or whether he is simply pitching the story for his own gain. Regardless, there can be no doubt that it is in telling his story that Odysseus begins to regain his health. Within this story within the story of the Odyssey, in the very center and crux of the poem, his death and the beginning of his rebirth is revealed. His journey to the underworld occurs some 10 years after Odysseus has left home, when he is most desperate to return. The witch-‐healer or goddess φαρμακεία (Gr.) Kirke finally gives him leave, but informs him that 3 Kathryn Davis, The Olive Tree and “the idea of order” in the Odyssey, Accessed July 8, 2015 at http://www.udallas.edu/documents/pdf/braniff/kathryndavis.pdf. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 he first must perform one more task. Here is their conversation, as related by Odysseus, when he begs to leave and receives the darkest news imaginable: “Son of Laertes and the gods of old, Odysseus, master mariner and soldier, you shall not stay here longer in my house against your will; but home you may not go unless you take a strange way round and come to the cold bones of Death and pale Persephone. You shall hear prophecy from the rapt shade of blind Teiresias of Thebes, forever charged with reason even among the dead…” At this I felt a weight like a stone within me, and moaning, pressed my length against the bed, with no desire to see the daylight more. But when I had wept and tossed and had my fill of despair, at last I answered her: “Kirke, who pilots me on this journey? No man has ever sailed to the land of Death.” Odyssey, Book X Her answer is that the spirit of Teiresias will be his guide. And thus, following Kirke’s instructions he is met by Teiresias in Hades who gives him a dark prophecy regarding his most difficult return. Odysseus is told that “anguish lies ahead” and that he can only hope for a rapid return through “denial of yourself, restraint of shipmates.” And of course in this latter goal we know that Odysseus fails and as prophesied all his shipmates are then lost. Then in the depths of Hades Odysseus sees his mother who has died in his absence . She asks him painful questions about his absence and all that he has left behind, and then finally she tells him the cause of her own death while he was gone: “So I too pined away, so doom befell me,… not that illness overtook me–no true illness wasting the body to undo the spirit; only my loneliness for you, Odysseus, for your kind heart and counsel, gentle Odysseus, took my life away.” This is when he seeks to embrace her, three times, and is unable, her shadow sifting through his hands. Not only is he responsible for her death, she evokes a past that he can never recover. And at this point he doubts that he can ever recover his past kindness and gentleness that only his mother seems to remember. This recognition of the depth of his loss is both his greatest point of pain and the true beginning of his rebirth and his process of healing. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 Let me now turn briefly to Aeneas. As we discussed, Aeneas’ mentor is Venus, the goddess of love, and he also has a very similar excursion into the underworld in the very center of The Aeneid. Similarly, this journey to the underworld serves as perhaps the most moving part of his story. Like Odysseus, he is similarly guided by a seer, the Cumaean Sibyl. In Hades Aeneas also seeks to embrace his ancestor three times, but in this case it is his father, Anchises that he seeks to embrace. As Jacob Klein notes, the story runs both reverse and inverse—father, not mother, guided by love, not wisdom—yet still it is at heart a hero’s quest, and follows the basic pattern we previously described. Here Virgil describes their emotional meeting: “And have you come at last, and has the pious love that your father waited for defeated the difficulty of the journey? Son, can I look at your face, hear, and return familiar accents?...” Then he: “My father, it was your sad image, so often come, that urged me to these thresholds. My ships are moored on the Tyrrhenian. O father, let me hold your right hand fast, do not withdraw from my embrace.” His face was wet with weeping as he spoke. Three times he tried to throw his arms around Anchises’ neck; and three times the Shade escaped from that vain clasp—like light winds, or most like swift dreams. The Aeneid, Book VI, 908-‐927 He similarly has to let go of his past, and toward that end, his father shows him not the heroes of the past in Hades, but rather his hero warrior descendants of the future who will found the city of Rome. With this bright but difficult future in mind, Aeneas leaves Hades with a new hope for a path to a better future. And many of you will remember, after seeing this vision of the future, he and the Sibyl pass through the polished ivory gate of Sleep which Virgil calls the “way the Spirits send false dreams”—the same gate of “dreams of glimmering illusion, [and] fantasies” (Odyssey, Book 19, 532-‐533) from which Penelope suspected her dream of Odysseus’ return most likely came. Virgil leaves all to wonder whether Aeneas’ hope for a great and just Rome is a false hope that will never come to pass. As Jacob Klein the late Annapolis tutor and Dean so elegantly has shown in his essay “The Myth of Virgil’s Aeneid,4 Virgil’s story of Aeneas is a retelling of The Odyssey, written as the reverse and inverse of Homer’s story of Odysseus. The Aeneid mirrors The Iliad and The Odyssey together, told in reverse. Like The Odyssey, The Aeneid is a homecoming/recovery story, but it ends with the wrath of Aeneas just as The Iliad begins with the wrath of Achilles. As Jacob Klein points out, The Aeneid ends with a Trojan war raging in reverse 4 Jacob Klein, The Myth of Virgil’s Aeneid, from Jacob Klein: Lectures and Essays, Ed. R Williamson and E. Zuckerman, St. John’s College Press, Annapolis, MD: 1985 �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 order and “This time it will end with the victory of Aeneas, the new Hector, over Turnus, the new Achilles.” And after this victory there will be a final reconciliation between the Trojans and Latins and all the warring gods that represent them. Thus, The Aeneid ends with the dawn of a new golden age in which Rome is born and through war brings the dream of new golden age of peace. Aeneas story is a story of the recovery of Aeneas and the restoration of his world, of a better and just world, of Troy reborn as Rome. Part 4: 9–11 and “The Waste Land” of modern healthcare So what does all this have to do with healthcare and our modern quest for healing? Through these stories we have seen that the hero’s quest always begins with the discovery by the hero that the world is upside down and needs to be restored. So my novel, The End of Healing, begins with its protagonist, the young Dr. Don Newman, discovering himself in a very dark place. In the first part of our new millennium, precisely 700 years after Dante Alighieri painful awakening, Dr. Newman finds himself in a broken world. The End of Healing begins when Dr. Newman is awoken in the middle of a night on call to put an intravenous line in the neck of a dying woman who can’t talk because a recent massive stroke from which she will never recover. He knows his patient doesn’t want an intravenous line and that it won’t really help her get better. Here is a bit of their encounter after Dr. Newman has prepped and draped Mrs. Bellamy before putting in the unwanted IV: For a quiet moment she was just a neck. He numbed the skin with a bee sting of lidocaine, studied the anatomical landmarks to find the right spot, and stabbed her neck with the three-‐inch needle. She screamed beneath the drape. Dark blood shot from the hub of the hypodermic. He passed a long stiff wire through the needle into the jugular vein and deep into her body. The pager started screeching again but he couldn’t reach under his gown to turn it off. A voice in his head whispered the oath he had taken at the beginning and again at the end of medical school: and at least I will do no harm. Bullshit! Harm is my business. How could any good ever come out of what I’m doing here to Sibyl Bellamy? His bloody gloved fingers worked to thread the Silastic tubing over the wire, through her soft skin, and down to the first chamber of her heart. Sibyl Bellamy began to whimper. Out of nowhere, water filled his eyes and blurred his vision. What was this? It wasn’t like him to become emotional while dealing with a patient, and he bristled with irritation at the sudden unprofessional display. He blinked hard, hoping the nurse didn’t notice the single drop that spilled from the corner of his eye and trailed across his cheek and around his mouth to balance on the tip of his chin. Mrs. Bellamy had once been a beautiful woman. Something about her reminded him of his own mother. Momma was gone now, and he had done nothing to help her, either. As he struggled to suture the line into place, the tear dropped off his chin. It landed on the sterile blue drape and spread into a dark circle over Sibyl Bellamy’s heart. The End of Healing, Chapter 1, The Dark Ward �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 A patient helps him to see to his horror that far from following his oath to “at least do no harm” that “harm has become his business.” This is a near universal experience among young would-‐be healers, that at some point early in their career they realize that they have entered a powerful industry that does not always place the interest of the patient first, and that they themselves have participated in the business of harm. Then he meets his mentor, Dr. Gil Sampson, who encourages him to cross a threshold, to forsake plans for a lucrative career in cardiology, and instead embark on a dubious quest to “Follow the money” to better understand the true ends of the healthcare industry today. Dr. Sampson and Dr. Newman’s fellow students in his Oxford style graduate program in Health System change assist him in this quest and force him to see things he finds horrifying and which challenge his cherished identity as a healer. Soon after beginning his Ivy League graduate program he is sorely tested. On September 11, 2001 Don and his fellow students are sitting in their college’s coffee shop, a place that looks a lot like the St. John’s College coffee shop beneath McDowell Hall, when the planes hit: Don had been drinking coffee in The Down Under, one eye on the morning news and the other on his seminar reading, when the television showed the first plane slamming into the side of the South Tower. He assumed the pilot had veered off course or had mechanical problems—a terrible freak accident—and went back to his reading. Just after nine o’clock, a student in the coffee shop screamed, “Oh, my God!” The panic in her voice caused Don to look at the screen just as a second jet slammed into the North Tower. Boiling orange flames exploded from all four sides of several floors. Glittering glass and metal showered the streets below, and billowing black smoke poured out of the jagged, gaping holes in the gleaming towers. Everything changed in that moment. The concern in the room turned to palpable fear and everyone was now riveted to the news. Some were crying; others were desperately dialing their cell phones….The South Tower crumbled first, just before ten o’clock. The giant building collapsed in slow motion. It started with a barely noticeable shudder and a slight sagging that warped the skyscraper’s straight lines. The people up on the roof hoping in vain for a helicopter rescue must have felt the steel beams give up beneath them as the floors began to collapse, accelerating to a machine gun staccato. Puffs of smoke shot out from between the floors with each percussion, and gray-‐brown clouds of dust began to rise and swell. The interminable fall ended with a huge belch as the floors slammed to the ground. The building exhaled its last breath—a thick, rolling cloud of dust and debris that advanced from the heap and engulfed everything in its path. The fall of the North Tower thirty minutes later was predictable and right on time. In spite of that, a steady stream of fearless firemen filed into the building right up to the very end. The End of Healing, Chapter 7, The Waste Land He quickly discovers what anyone who has eyes to see, can see—that as horrible as the attack on the Twin Towers was—the world of modern healthcare is far worse. To his dismay he learns that over 100,000 Americans are killed by medical mistakes in hospitals every year— the equivalent of a jumbo jet crashing every day! That makes healthcare far �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 and away the number one cause of accidental death in the U.S. And he discovers that healthcare providers generally get paid more when they make mistakes. That some 100 million people worldwide are killed, maimed, or seriously injured by medical mistakes every 10 years, more than have ever been killed in any war in the history of time in a similar period. And as he “follows the money” with his professor’s guidance, he realizes that the costs of the American high-‐tech, hospital-‐focused healthcare approach are unsupportable. He sees that healthcare is already consuming 20% of the American economy and it is hungry for more. Even when the novel is set, in 2001, he sees that the average family of four is spending (or is having spent on their behalf) over $20,000 per year and the average Medicare age family of two is spending over $40,000 per year, amounts that most American families can ill afford. As he searches to understand how and why this untenable situation—this broken world—has developed, he discovers, beneath the surface of his ordinary medical world, a powerful healthcare industrial complex seemingly bent on trading people’s health for profit. Don and his fellow students begin a comprehensive investigation of each of the major healthcare industries and the organizations and individuals that collude with them in the quest for profit. As young Dr. Newman struggles to find a framework to help him understand the broken world of modern healthcare he turns to Dante. As Virgil look to Homer and Dante looked to Virgil, so Dr. Newman looks to Dante for guidance. His Italian mother had introduced him to La Divina Commedia as a boy and he inherited her treasured antique copy. He turns to that book as a graduate student in his search for answers. And his inherited facsimile edition of the Commedia contains the earliest known illustrations of the Comedy drawn by the famous Renaissance artist Botticelli. Here is Botticelli’s depiction of the levels of Dante’s Inferno. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 In The End of Healing, Dr. Newman discovers that Dante’s representation of the moral organization of the universe is a perfect ethical framework for understanding modern medicine. In a flash of inspiration, Don realizes that the levels of healthcare hell he has been exploring with Dr. Sampson in their seminar correspond perfectly with the levels in Dante’s Inferno. He discovers that for every ethical misstep, mistake, or error that Dante catalogued there is a corresponding mistake in modern healthcare. He discovers that the way humans can go wrong really have not changed that much in the last 700 years. So like Dante, he begins to catalog the errors in modern healthcare and to use Botticelli’s drawing as his guide. He realizes that these errors in health system organization have consequences in terms of money spent, lives saved, and lives lost and he begins to record these consequences in his own version of Botticelli’s diagram in his journal. He works night after night reviewing the literature, calculating and filling in the money spent, lives saved and lives lost in every sector of the healthcare industry. And here is what he discovers. Diagram of Healthcare Hell5 5 From The End of Healing by Jim Bailey, Illustration by Joel Hilgenberg, copyright © 2014 by The Healthy City. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 In his journey into the hell of the ordinary medical world Don discovers that the priorities of our healthcare system are completely upside down–and that this has horrible consequences for the people who depend on and need good health care for themselves and their families. In The End of Healing, Don and his colleagues see the victims of disorganized healthcare up close, they share the stories of the unnecessary suffering they have witnessed, and they understand the reasons for the diseases and premature deaths of these innocent people. What Don discovers through his journey is that where Americans spend the most—on hyped care, procedures, and hospital care—they get the least, the fewest lives are saved, and the most lives are lost from medical errors, adverse events, and complications. And where Americans spend the least is where the true high-‐value care lies, care that has the potential to not only save far more lives but also to help bring abundant life to the people of America. This is the reality of modern medicine in the United States, where it is currently estimated that $800 billion or one-‐third of the total $2.4 trillion U.S. healthcare budget is wasted on potentially harmful activities activities that do little or nothing to promote health.6,7 So tonight I have shared the beginning of the story of a new hero who perhaps can help us confront one of the greatest social ills of our time, the unconscionable waste of lives and resources on a broken healthcare system. Perhaps Dr. Don Newman’s search, like Dante’s, Aeneas’, and Odysseus’ before him can guide us to the nature of true healing and help us discover true healing for ourselves and our families. His work and our work is simple—to reclaim and restore our upside-‐down healthcare system. All we have to do is to turn the system right-‐side up—right-‐side health care and reclaim the well. All that is required is to move the money from wasteful sectors and industries where it does harm to where it can do good through primary care and prevention. This task would be easy if only every bit of that waste were not someone’s profit. So this process of transformation will require heroes. Through Dr. Newman’s story we learn that high-‐value health care starts with each of us and our values. Before we can hope to demand high-‐value health care we have to know what high-‐value health care is and how we can find it. We must ask ourselves what health care is truly most valuable and discern the answer. Through The End of Healing the reader can accompany Dr. Don Newman and participate in that process of painful discernment. That is the healing journey that young Dr. Don Newman bids us to join in—a quest to seek the path through our broken healthcare system to reclaim the well and the narrow path to true healing. 6 Orzag PR, Statement to the Committee on the Budget, U.S. House of Representatives, Increasing the Value of Federal Spending on Health Care, July 16, 2008. Available at: https://www.cbo.gov/publication/41717; Accessed 9/10/15. 7 Kelly R, Where can $700 billion in waste be cut annually from the U.S. healthcare system? Thomson Reuters, October 2009, Available at: http://www.ncrponline.org/PDFs/2009/Thomson_Reuters_White_Paper_on_Healthcare_ Waste.pdf; Accessed 9/10/15. �Jim Bailey St. John’s College, Annapolis, MD Friday Night Lecture, September 11, 2015 This call to adventure issued by The End of Healing is not unlike the call issued by Dante through his Divine Comedy to examine our ordinary world and reclaim it, or the call of Virgil through his Aeneid to look for and help build a true and just Pax Romana. Nor is it far from Homer’s call to Odysseus to remember what is truly important and to strive for a new homecoming and restore his broken household. Let us look for Odysseus’s reclaimed homeland, Aeneas’ reborn Trojan empire, Dante’s hoped for new Jerusalem, and accept the call to adventure to go with young Dr. Newman and find the path to the healthy city of our dreams. And perhaps in the process, like Odysseus, Aeneas, and Dante before us, we can pass through the darkness and be reborn, reclaim the well, and resurrect our better selves. � 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/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. 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Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dante and the hero's quest for healing Description An account of the resource Typescript of a lecture delivered on September 11, 2015 by Jim Bailey as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Bailey, James E. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2015-09-11 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bib # 82891 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/111e1ecaabb1078b7de2d701b178789e.pdf c75b9cd3d44a0c5815f39b6634a9cb8b PDF Text Text 1910 �IMJ HHMHI MM ! _ •"; | | i»i i 1 P»I MOPMI BMMB 1910 RAT-TAT 1910 OF mm mm ST. JOHN'S COLLEGE ANNAPOLIS, MD. 'PUBLISHED ANNUALLY BY THE JUNIOR CLASS VOLUME XIII L. C. BAILEY, Editor-in-Chief CLASS OF 1 9 I I R. K. ADAMS, Assistant Editor WMMInmMH �^Dedication j* Co Uteutenatit Cfcrntmlr lerkelep former Commanoant, toftose tireless energp ano self 'Sacrifice fjas oone so mucf) for tfte upbuil&ing of our %Umn Jfflater ' booij is respectfully aebt'catea bp tfie of I0tl �LIEUTENANT EDMUND BERKELEY IGLEHEART �Edmund Berkeley Iglehart Edmund Berkeley Iglehart was born at Annapolis, Maryland, April 4, 1874. He received his early education in the private schools of that city, and, when thirteen years old, entered the St. John's Preparatory School, and later the College, from which he was graduated in 1894. After his graduation Mr. Iglehart went into business in Baltimore, and during the Spanish-American War was made Assistant Paymaster in the Navy. He was assigned to duty on the ships Detroit and Scorpion, which had engagements at San Juan, Puerto Rico, and assisted in the landing of the U. S. Army at Daiquiri, Cuba. His ship was also on blockades at Havana, Cienfuegos and Santiago. On September i, 1900, Mr. Iglehart enlisted as a private sodier in the regular army. Possessed of a dogged determination and manful grit, which two attributes have ever been his crowning characteristics, in October, 1902, he received a commission as Second Lieutenant in the regular army, and was stationed with the guard at the late President McKinley's tomb, at Canton, Ohio. While at College Mr. Iglehart was a great athlete. Throughout the four years of his college career, he held the position of left halfback on the Football Team. He was manager of the Team in '91 and '92, and captain in '93. He was also a member of the Baseball Team in the seasons of '91, '92, '93, and '94, and took part in other athletic affairs of the College, being always an advocate of pure, manly sport. In the fall of 1907, Lieutenant Iglehart was appointed by the Government as Professor of Military Science, Tactics, and International Law, and Commandant of Cadets at St. John's College, which position he held until June, 1909. Owing to his untiring efforts in this work, �St. John's was in 1909 ranked among the ten best military schools of the United States—a state of excellence which we have seldom reached. Early in the summer of 1909, he was stricken with paralysis, and since then has not been able to speak. But his condition shows marked improvement and we have hopes of his ultimate recovery. Lieutenant Iglehart has always manifested a great interest in his Alma Mater. While Commandant, he devoted much of his time to coaching both the Football and Baseball Teams. And this is not the only instance wherein he has sacrificed his time and pleasure to the common good of his Alma Mater. His acts of cheerful munificence have been many. Everyone with whom he came in contact cannot but say that Lieutenant Iglehart belongs to that noble body of men who stand today as the " concrete expression of the sublimest words in the English language—duty, service and sacrifice." �To all we extend our greeting. You, our readers, we greet with the hope that you may not be disappointed with this, the product of our labor, and we ask a kindly rather than a severe criticism of this our first literary undertaking, promising never to offend again. Our advertisers we greet with every wish for future success. To those who have aided us in any way we extend our heartfelt thanks. Here's luck to you. The BOARD of EDITORS �THE EDITORIAL BOARD �Editorial Board Editor-in-Chief L. CLAUDE BAILEY Associate Editor-in-Chief ROWLAND K. ADAMS Miscellaneous Editor KENNETH E. WILSON Assistant Miscellaneous Editor HENRY L. JOHNSON Literary Editor J. ECCLESTON MARSH Board of Business Managers ROBERT G. Moss CLARENCE L. DICKINSON CLIFFORD L. JOHNSON Athletic Editor S. ROLAND WHITE Alumni Editor THOMAS PARRAN, JR. Assistant Literary Editor JOHN L. MORRIS STANLEY BOWLITS EMERSON B. ROBERTS Town and Campus Editor W. ROLAND VANSANT Humorous Editor CHARLES T. GLADDEN Assistant Town and Campus Editor WILLIAM STANLEY Assistant Humorous Editor J. FOSTER DAVIS Art Editor WILBUR L. KOONTZ Secretary S. CARL DRAKE Treasurer CHARLES G. HASLUP �Board of Governors and Visitors President (Under the Charter elected annually) His EXCELLENCY, AUSTIN L. CROTHERS, The Governor of Maryland, Annapolis, Md., 1908. President (Pro-tern) HON. J. WIRT RANDALL. Annapolis, Md. SECRETARY L. DORSEY GASSAWAY, Esq., Annapolis, Md., 1891. (Ex-Oiricio.) HON. ARTHUR P. GORMAN, President of the Senate, Laurel, Md. HON. A. HUNTER BOYD, Chief Judge Court of Appeals, Cumberland, Md. HON. ADAM PEEPLES, Speaker of the House of Delegates, Port Deposit, Md. HON. SAM D. SCHMUCKER, Judge Court of Appeals, Baltimore Md. 10 �HON. SPENCER C. JONES, Rockville, Md., 1892. HON. N. CHARLES BURKE, Judge Court of Appeals, Towson, Md. HON. JOHN G. ROGERS, Ellicott City, Md., 1894. HON. JOHN P. BRISCOE, Judge Court of Appeals, Prince Frederick, Md. HON. H. W. TALBOTT, Rockville, Md., 1894. JAMES M. MUNROE, Annapolis, Md., 1896. HON. JOHN R. PATTISON, Judge Court of Appeals, Cambridge, Md. JOHNL. CHEW, Annapolis, Md., 1908. HON. WM. H. THOMAS, Judge Court of Appeals, Westminister, Md. HON. ROBERT Moss, Annapolis, Md., 1897. L. ALLISON WILMER, La Plata, Md., 1897. HON. JAMES A. PEARCE, Judge Court of Appeals, Chestertown, Md. FRANK H. STOCKETT, Annapolis, Md., 1897. HON. HAMMOND URNER, JR., Judge Court of Appeals, Frederick, Md. i JAMES A. FECHTIG, Baltimore, Md., 1899. DANIEL M. THOMAS, Baltimore, Md., 1859. CHARLES G. FELDMEYER, Annapolis, Md., 1899. HON. J. WIRT RANDALL, Annapolis, Md., 1882. NICHOLAS H. GREEN, Annapolis, Md., 1901. WILLIAM G. RIDOUT, M. D., Annapolis, Md., 1882. JAMES T. WOODWARD, New York, N. Y., 1901. GEORGE WELLS, M. D., Annapolis, Md., 1882. HARRY J. HOPKINS, Annapolis, Md., 1962. PHILEMON H. TUCK, Baltimore, Md., 1885. STEVENSON A. WILLIAMS, Bel Air, Md., 1904. L. DORSEY GASSAWAY Annapolis, Md., 1891. Louis T. CLARK, Ellicott City, Md., 1905. HON. DANL. R. MAGRUDER, Annapolis, Md., 1891. NEVETT STEELE, Annapolis, Md., 1907. 11 �DR. THOMAS FELL �The Faculty THOMAS FELL, M.A., Ph.D., LL.D., D.C.L., President, Professor of Moral Science. B. VEENON CECIL, M.A., Ph.D., Vice-President, Professor of Physics and Chemistry (Graduate of St. John's). J. B. WHITE, M.A., Professor of Latin and Greek (Graduate of Geneva College). BARTGIS McGLONE, Ph.D., Professor of Biology and Botany (Graduate of Johns Hopkins University). C. W. STRYKER, B.A., Professor of History and Economics (Graduate of Union College). B. H. WADDELL, M.A., Professor of Mathematics (Graduate of Washington and Lee University). EDWARD H. SIRICH, B.A., Professor of French and German (Graduate of Johns Hopkins University). ROYAL J. DAVIS, B.A., Professor of English, Logic and Oratory (Graduate of Harvard). JOHN B. RIEPERE, M.A., Professor of Latin (Graduate of Wesleyan University). R. E. FISHER, U.S.A., Professor of Military Science, Tactics and International Law. A. W. WOODCOCK, M.A., Assistant Professor of Mathematics (Graduate of St. John's). H. R. DOUGHERTY, B.A., Instructor in Mechanical Engineering (Graduate of St. John's). THOMAS GLADDEN, Superintendent of the Preparatory School (Graduate of Washington and Lee University). SARAH BERRY, Registrar. 13 �FACULTY �FACULTY-CONTINUED �„ " Hill • I \..: ! ! ^.= I >;/.&•>* r . • v\\r;-V-,;.;..-., '•"•' » : '' : - --- ! '" . OLD MCDOWELL HALL. . ' •..' ..-.•.'..; . �DESTRUCTION AND RUINS OF McDOWELL HALL �The basement has been thoroughly finished and is now available for recitation rooms, whenever occasion may require. Throughout, the building is arranged with a view to better light, and greater convenience. Steam heat reaches all parts of the hall, and the electric light and bell system reaches every room. The walls are finished in white and the woodwork is of oak. While the fire raged we knew it not, but it was a blessing in disguise. When many St. John's men heard the news they wept and feared that the old interest had been consumed in the flames, but out of the ashes and ruins has arisen a new and greater McDowell, thoroughly modern, a credit to the college and a monument not only to the old structure, but to the loyalty of the alumni, who have contributed so liberally to the reconstruction funds. And now we have the fruit of their labor. The old McDowell has been resurrected from her ashes. Every requirement of a first class college academic hall is met and the appearance of the old building is unchanged. The old lines of colonial architecture have been closely followed. Within, the chapel remains the same, the President's office and Faculty rooms are as in the old building. In addition to these on the ground floor is a reception hall, a thing which St. John's has long needed and done without only with very serious inconvenience. The stair-case has been changed. Instead of the narrow stairs in obsolete corners, now it is built in the large, square Puritan style, running up from the first floor to the very top of the building on the east side. It presents a much more attractive appearance, and is one of the greatest and most extensive of the improvements. As in the old building, the second floor embraces the recitation rooms. The third floor is given over to society and fraternity quarters. 19 �jg Hi - . ' . • . ,' -.. . •_ ... . • ••,-•. :.v.- • ; • • - • - : •.. ' : ••••• - : - - • | •"•..••.';;-" \ THE NEW MCDOWELL �The New McDowell Hurrah! She rises, floor and wall and dome, The New McDowell—or the old again? No matter; it's all one to St. John's men, Whose eyes caress St. John's historic home. All hail, thou venerable pile of deathless clay. To thee we lift congratulation's cup. Sure St. John's spirit hast thou shown this day— Unconquered by the flames, thou hast burned—up! And so, throughout the ages yet to be, In hours of joy, of hope, of smiles, of tears, Thou shall remain triumphant to the last, A monument of immortality— Star-crowned with all the glories of the past, And dowered with the future's laureled years. 21 �Senior Hall columns support the structure. The windows are large and arched. The whole interior is finished in oiled walnut of the Oxford style. To the rear is the serving room, from which a broad stair-case leads to the storage rooms and to the kitchen. The latter is supplied with every modern convenience which goes to make up a thorough culinary department. On the second floor the Seniors live and here the professor in charge of the building has his apartments. The third floor is given over to Juniors. The Hall is supplied with modern conveniences—baths, hot and cold water, is heated by steam and lighted with electricity. Situated to the left and a little to the rear of McDowell is Senior Hall. This structure was erected by the aid of legis'ative appropriations in 1903. It is three stories high, constructed of red brick with white trimmings, has a slate roof, and is thoroughly modern. It contains the dining hall and dormitories for Juniors and Seniors. The main entrance faces west. It is arched with large white pillars. Within is a spacious vestibule from which the stair-case ascends. The entrance to the dining hall is made through two large doors. The dining hall is the most attractive of any college in Maryland. At the front is the great fire-place. Many Pinkney Hall In 1855 while Dr. Humphrey was President of St. John's College, the majestic, many-turreted building, on the right of McDowell Hall was built by aid of the Legislature. To it the name of Pinkney Hall was given in honor of the illustrious alumnus, William Pinkney, one of the most distinguished statesmen of that time. It is a brick building, four stories high, its walls covered with ivy, which makes the old building very attractive especially in Spring and Summer. During the war it was used as barracks for army officers, but at the close of the struggle it was fitted up as a dormitory for students, for which purpose it was erected, and has been used as such ever since. Formerly all the college students resided here, but, since the erection of Senior Hall, it has been occupied only by Sophomores and Freshmen. 22 �Humphrey's Hall Humphrey's Hall, better known at the present time as "Prep Hall," stands to the south of McDowell Hall. It was erected in 1835, while Rev. Hector Humphrey, D.D., was President of the College, and was in 1855, twenty years after its dedication, given the name of Humphrey's Hall in honor of him through whose untiring efforts the erection of the Hall had been made possible. In this hall were formerly located the Library and the Armory, both of which have since been moved to Woodward Hall, while the Mess Hall, also originally located here, is now in Senior Hall. During the Civil War, this building was used as a hospital by the government; but ever since then it has been used as a dormitory. At the present time it is given over entirely to the Preparatory department, and is under the charge of Professor Gladden, who resides here with his family. In the basement a room has been fitted up as a study hall, and here each night at 7 p.m., the "Preps." repair to study under the supervision of Professor Gladden. Woodward Hall Situated on the east front of the campus and directly in front of the president's mansion is Woodward Hall. It was erected in 1900, chiefly by the aid of Hon. James T. Woodward, an alumnus of the college. The structure is of red brick trimmed in white marble, following the colonial lines of architecture. The broad marble steps and the Corinthian pillars present a most stately appearance. The first floor contains the Biological Laboratory, the Executive offices and the Library, which contains over 9000 bound volumes besides numerous periodicals. It is elegantly finished in dark walnut, the walls containing the portraits of many former presidents. On the second floor are the laboratories and lecture rooms. These contain the necessary equipment for complete chemical, physical and biological research. In the basement is the armory which is thoroughly equipped for indoor drills and gallery practice. 24 �HUMPHREY'S AND WOODWARD HALLS. �The Gymnasium Last year during Commencement Week, our new gymnasium was dedicated in a speech by Honorable N. Winslow Williams, Secretary of State of Maryland. He said in part in his dedication speech: "I congratulate the students of St. John's College that it is to be their privilege to have the use of this beautiful structure for a gymnasium, and I know, that the equipment that is to go with it is going to be what it ought to be, complete and up-to-date." The gym is situated on the rear campus, just back of the president's mansion, and covers a ground space of 158 x 97 feet. Not a building of its kind in the state will surpass it and only a few will equal it. The whole building is constructed of especially prepared red brick, trimmed in white terra cotta. It is very convenient to the athletic field. There are two main and several side entrances. Of the two main entrances—one leading to the athletic field and the other to King George Street—the latter is the most pretentious. It has broad granite steps, is finished in white, and is divided into a vestibule and main lobby. The main room of the gym is 120 x 160 feet, giving ample space for drilling on rainy days. It is well equipped with all apparatus necessary to make it up-to-date. Mr. McLellan of Baltimore has been engaged as gym instructor and all students are required to take at least two hours of work in it per week. The gym is always open during the day, so that if any one desires to work more than his required time, he can easily do so. Basketball and tennis are also played in the main room, in their proper season. Encircling the interior, twelve feet from the main floor, is a track, which is banked at the corners. Four stairways lead to this gallery from the main floor. 26 �THE GYMNASIUM �Left of the main lobby in the front of the building is a locker room, where individual lockers are kept for each cadet. It is also used as a dressing room for the home teams. On the right of the main lobby are the trophy and reading rooms. These have been furnished lately and afford a fine place for a few moments of recreation. A telephone has been installed in the reading room. Several newspapers and magazines are always to be found handy for those who desire to read. It is to Lieutenant Iglehart and Professor Cecil that we are especially indebted for this fine building. It was owing very much to their activity and interest that a new gymnasium for St. John's was made possible. The western wing of the building is intended for bowling alleys, but these have not been installed yet. It is now used as a drill room, and for other purposes. The eastern wing contains a lavatory and swimming pool. The lavatory is well equipped, being supplied with ten showers and two hand basins. The swimming pool is 38x11 feet and varies from five to seven feet in depth. The water in it is heated during the winter, so that the pool is always available for use. Connected with the lavatory is a dressing room for visiting athletic teams, which is convenient to the athletic field. The adjutant's office has been transferred from Senior Hall to the gym and occupies the room directly opposite the visiting teams' quarters. It is also used as the office of the athletic association and all the records and accounts of the same are kept there. 28 �INTERIOR OF GYMNASIUM, SHOWING APPARATUS �INTERIOR OF GYMNASIUM, AS DECORATED FOR FAREWELL BALL �^ m^X^'V'jr^ Jp2~ O ^V | ^ . �ALUMNI AMID THE RUINS OF McDOWELL �Alumni St. John's man is a great man or that every great man is a St. John's man, but the one definition which may be applied to every St. John's man is that he is a true sportsman and a gentleman in every sense of the word. St. John's has furnished its quota of men to every profession. In law, medicine, politics, the clergy, the business world, and the educational world, it has been equally well represented. But there is one thing for which St. John's may be proud of her alumni, and that is the love which they cherish for their Alma Mater. When we lost old McDowell by fire, Alumni sent letters of regret from all parts of the country. At the Alumni reunion last June, hundreds flocked home. (A picture of a group of them may be seen on the next page.) In order then to uphold the name and reputation of this grand old institution, it is necessary for us—the present students of St. John's—to follow in the footsteps of those who have gone before us—the present St. John's Alumni. It is by the Alumni of a College, both as a whole and individually, that we may judge the College and the sort of interest which it imbues into its students. For where is there a better way to judge a College than by the men who yearly leave its halls of learning, armed only with their diplomas, the value of which depending on the thoroughness with which they are trained at that college? Then judging St. John's College by its Alumni we have to place her among the foremost colleges of the United States, not with regard to numbers, but by the way her Alumni compare with those of any other college. Neither time nor space here allows an enumeration of the St. John's men who have gone down in history as the foremost men in their time, but everywhere you will see St. John's men who are making a mark for themselves in whatever profession they have happened to choose. Do not, kind reader, get the idea that every 33 �SPRIGUEL PAYNE WILEY PROF. A. W. W. WOODCOCK �SPRIGUEL PAYNE WILEY Spriguel P. ^ Wiley was born near Norrisville, Harford County, Md. in 1868. He received his early education in the public schools of that county, entering St. John's in the preparatory department, and he was graduated in the Class of '97. He excelled in every branch of the scholastic work at college. To his efforts, more than those of any other man, belongs the honor of publishing the first RAT-TAT ever issued at St. John's. In this work he was assisted by Roger E. Simmons and in his Senior year, assisted by Jas. P. Offut, he helped to put out the most successful collegian ever published up to that time, and indeed the first one ever regularly bound and distributed as a complete volume. After graduation, he entered into business life and by perservance and applying himself always to his work, he worked himself up to the position of vice-president of the South Atlantic Life Insurance Company which position he held until this year, when he resigned, in order to manage the affairs of the Maxwell Farm and Development Company of Florida, in which he has large interests. Mr. Wiley's great abilities as a business man have shown themselves in everything which he has undertaken. Under his administration, the South Atlantic Life Insurance Co. had remarkable success, and he has our best wishes for the same success in his new position. AMOS WALTER WRIGHT WOODCOCK being Captain Adjutant of the battalion in his Senior year. After graduation Mr. Woodcock accepted the position of Commandant and Professor of Mathematics at Wornall Hall Military Academy. But the next year found him back at St. John's. This time as Instructor of Mathematics and Latin. In 1905 he was given the degree of M.A., and appointed assistant Professor of Mathematics at St. John',s which position he has held to the present time. He has been taking a course in law at the University of Maryland for two years and will receive the degree of B.L. in June. Mr. Woodcock was always a hard and conscientious worker for the welfare of St. John's and it was largely through his efforts that our present course in mathematics is up to such a high standard, and that our athletic eligibility rule was established. Amos Walter Wright Woodcock was born in Salisbury in 1883, and was graduated from the High School of that place in 1899. The next year he entered the Freshman Class at St. John's College, graduating with the class of '03. He distinguished himself in almost every department of college life. In the scholastic work he was exceptionally good, standing at the head of his class and delivering the valedictory at graduation. He was also associate editor of the RAT-TAT and winner of the Senior Oratorical prize. His popularity among his school mates is recognized by the numerous important offices to which he was elected, such as manager of the football team, president of the Y. M. C. A., treasurer of the Athletic Association and of the mandolin and glee clubs. In the military department too, did he make his mark, 35 �RIDGELY PRENTISS MELVIN DR. JOHN PARKAN BRISCOE �RIDGELEY PRENTISS MELVIN After graduating from St. John's, he entered the Law Department of the University of Maryland and two years later graduated with the degree of B.L. In the same year he received his M.A. from St. John's. Since that time he has been practicing law with much success in Annapolis, being City Counselor since 1907. Mr. Melvin has always taken an active part in the business, professional, and social life of Annapolis, as well as being one of St. John's most loyal Alumni. Mr. Melvin is now serving his third term as President of the General Alumni Association and is the Alumni member of the Executive Committee of the College Athletic Association. Mr. Melvin was born in Denton, on the Eastern Shore of Maryland, in 1881, but he soon moved to Annapolis where he has resided ever since. After attending a private school for sometime, he entered the St. John's Preparatory School in 1893 and the Freshman Class the next fall, graduating in the class of '99 with high honors. He was the winner of the Junior oratorical contest and in the next year of the Senior oratorical. In this same year he had the honor to represent St. John's in, and to be the winner of, the first Intercollegiate oratorical contest. Not only in the scholastic department did Mr. Melvin excell but as an athlete he was both a football and baseball star, playing quarter-back on the football eleven for four years and short-stop on the baseball nine for three years, being captain of the latter in his Senior year. DR. JOHN PARRAN BRISCOE On leaving St. John's, he entered the Georgetown Medical School, where he graduated with the degree of M.D. in 1905. Dr. Briscoe spent the next few years in gaining practical knowledge of his profession in several Washington hospitals. In 1906 he received the degree of M.A. from St. John's and since that time has met with remarkable success. Dr. Briscoe is now in charge of the Children's Dispensary, Providence Hospital, and of Internal Medicine at Epiphany Dispensary and is looked upon as one of Washington's most promising young physicians. John Parran Briscoe was born in Baltimore in 1880. His early education was received from a private tutor and at the age of sixteen he entered the Charlotte Hall Military Academy from where he was graduated in 1899. The next year he entered the Junior Class of St. John's College, graduating in 1901 with the degreee of A.B. While at St. John's, Dr. Briscoe took an active part in every department of college life, being a member of the glee and mandolin club, June Ball Committee, member of the baseball team for two years and in his senior year, ranking lieutenant of the battalion. 37 �LIEUT. S. ROLAND HOPKINS Samuel Roland Hopkins was born in Darlington, Harford County, Md., Jan. 15, 1884. He received his early education in the Darlington High Schools, from where he graduated in 1901. The next fall, he entered the Freshman Class at St. John's College, graduating with the Class of 1905. While at St. John's Hopkins distinguished himself as an athlete, playing on both the base and football teams for three years. After graduation, he became an instructor at St. John's which position he held until 1908 when he received his commission as second lieutenant in the Field Artillery, U. S. A. Lieut. Hopkins is now stationed at Fort Meyer, Va. He has our heartiest wishes for a most successful military career. LIEUT. ROLAND S. HOPKINS �REGINALD H. RIDGLEY Reginald Ridgley was born in Denton, on the Eastern Shore of Maryland, in 1875. He received his early education in the Annapolis public schools and was graduated from St. John's College in 1895. He excelled as a student and after graduation he taught for four years in the St. John's preparatory department. As an athlete, Mr. Ridgley was one of the best St. John's ever claimed. He engaged in every branch of sport and won the reputation of a true St. John's sportsman. As a prep., he carried off honors in the Interclass Field Sports. In his Sophomore and Junior years, he won out in the Tennis Tournaments and also rowed on the crew for several years. On the baseball team, he was the stand-by of the team at first base for four years. As a gridiron hero, his abilities may be well judged by the fact that for five years he upheld St. John's fame on the football team, filling every position on the team except center and quarter-back. After leaving St. John's, he accepted the position of Commandant at Motelair Military Academy. He left here in 1899 to teach in Thurston's Preparatory school in Pittsburg In 1902 he was appointed Instructor of Mathematics in the Central High School, Pittsburg, serving for two years. Since then he has been principal of the State Normal School in Frostburg. LIEUT. ENOCH B. GAREY Enoch B. Garey was born near Denton, Maryland, in 1884, and after receiving his early education in the schools of that place, entered St. John's College in the fall of 1899. Lieutenant Garey excelled in every department of College life. As a student he was among the best in his class, being the winner of the Junior and Senior Oratorical contests in the last two years at school. As an athlete Garey was the mainstay of our football and baseball teams throughout his college course, being captain of the football team, in his Senior year. He was also Chairman of the Hop Committee the same year. In 1904, Garey entered West Point where his military abilities were soon recognized, and after four years of very successful work he graduated in 1908. While at West Point, he was Athletic Representative for four years and finally Chairman of the Athletic Committee and Class Orator. Since leaving West Point, Lieut. Garey has been stationed with the i5th Regiment U. S. Infantry, and is considered one of the most efficient officers at his post. 39 ��, ,*-• �Class of 1910 Motto NULLI SECUNDUS Colors MAROON AND WHITE Yell Rah, Rah, Rah, Rah, Rah, Reel Maroon and White, S. J. C. Rickety Rah! Rickety Ren! St. John's '10 '10 '10! Class Officers H. E. WILSON C. H. STANLEY C. F. BROWN W. S. BLADES J. P. PINKERTON President Vice-President Secretary Treasurer Historian 42 ��LINDEN ALLEN, "Lindy" Classical Glee Club (2), (3), (4); ist Sergeant Band (3); Humorous Editor RAT-TAT (3); First Lieutenant Band (4); Class Baseball team (2), (3). "Thy voice is sweet as if it took its music from thy face." "Lindy" hails from the darkest regions of Africa and in him we believe we have found the long lost missing-link. He liked it so much here that he decided to stay another year, especially since he has formed a friendship with "Ducky" and now quite neglects his wife "Hoodie." This year he left us to teach at one of our big universities but having too much idle time on his hands there was soon back amongst us. "Lindy" is noted for his bass drum solos and his beautiful voice. It is reported that he is engaged, but this he emphatically denies. "I love my ice cream soda, But, oh, you family entrance!" WILLIAM P. ANDERSON, "Andy" Cecilton, Md. Latin Scientific Sergeant Co. B. (3); Assistant Literary Editor RAT-TAT (3); June Ball Committee (3); Assistant Editor-in-chief of Collegian (4). "The enquiring spirit will not be controlled We would make certain all, and all behold." : "Andy" is noted for the large vocabulary which he has at his command, especially when riled. Visitors are permitted to see him on Mondays and Fridays, this being the only time he is gentle enough to receive anyone. Lately he has secured the sole agency for "McGlone and Company, Bug Dealers." It is rumored that his beautiful eyes have attracted some fair maid of Annapolis. Andy has been disappointed this year by several of his prospective partners for the dances, but fortune has smiled on him lately and he has been blessed with "femmes" in abundance. 43 �WEBSTER S. BLADES, " Maggie" Choptank, Md. Latin-Scientific ® K; Assistant Class Treas. (2); Editor-in-Chief RAT-TAT (3); Treasurer A. A. (3); Football Team (3), (4); First Sergt. Band (3); First Grade Certificate (i), (2); June Ball Committee (3); First Sergeant "B" Company (4). "So much one man can do That does both act and know." ."Maggie" hails from the wilds of the "Eastern Sho" but "her" residence at St. John's has had the effect of almost completely civilizing "her." "She" has been the faithful wife of " Vonny " ever since "her" advent at St. John's, and rather than be separated the two have planned to enter the Coast Artillery together. Being a person of considerable wisdom "Maggie" spurned her four stripes in the band this year, and drew a pair of "diamonds" in Co. "B." "Her" accomplishments are varied, in fact, they are almost too numerous to mention. She is a scholar, athlete, orator and, last but not least, a lover. We look for "Maggie" to cover herself and old St. John's with glory after graduation. CLARK F. BROWN, "Brownie" Brookville, Md. Classical Course 0 K; Corp. Co. B (3); Secretary and Treasurer RAT-TAT Board (3); Secretary Y. M. C. A. (4); Lieut. Ordnance (4). "He is the mildest mannered man." "Brownie" is one of the quietest fellows in the Senior Class. He is one of the kind that studies hard and pays strict attention to his own affairs. Besides this he is one of our most conscientious Y. M. C. A. workers. But let him once be aroused; then he exhibits a fiery spirit such as one would hardly think so mild an exterior could conceal. He has not yet overcome his youthful bashfulness, in spite of the fact that he has roomed with such "fussers" as "Bob" Heine and "Charlie" Stanley. 44 �J. D. CAREY, "Judy" Salisbury, Md. Classical <t K; Mandolin Club (3), (4); Sergeant Co. A. (3); Lieutenant Ordnance (4). "What a miserable world—trouble if we love, and trouble if we do not love." "Oh! Oh! Fair creatures of the gentler sex, gaze upon this renowned heart breaker, who learned this art from his relatives, Amos Walter and the well-known "Todd." Most any night he can be seen about eleven thirty, coming up the walk, lamenting that he was unable to make " taps." This handsome creature from Salisbury also plays the mandolin to our infinite delight(??). Often rises with the birds and can be found even at this early hour with his darling instrument. Owing to the great number of his acquaintances in Annapolis, he has decided to postpone his graduation until 191?, or perhaps it would be nearer correct to say 192? DONALD M. COHEN Savannah, Ga. Special Vice-President Tennis Club (3); Captain Tennis Team (4); Sergeant Co. A. (3); Glee Club (3) (4); Farewell Ball Committee (3); Lieutenant Co. B. (4). "Hang sorrow, care will kill a cat, and therefore let's be merry." When we hear "Don" on the front campus, rendering a little "close harmony" with some of our other sweet warblers—please include Pinkerton—it is one of the surest signs of the arrival of spring. While a Sophomore he gained the reputation of being a perfect terror to the poor Freshies, and this year he is trying to uphold his "rep" by storming at the poor privates at drill. At times even the Captain's commands are drowned by his mighty(?) voice. But even for all that, he is a jolly, good-natured fellow, ever ready to give or receive a joke. 45 �LE COMPTE COOK, " Cookie " Baltimore, Md. Latin-Scientific Class Baseball Team (2); Humorous Editor RAT-TAT (3); Color Sergeant (4); President Tennis Club (4). "Yes, as sure as Heaven's above A St. John's man will fall in love." Verily, though I stand not at the head of my class in academic work, where, in all this broad expanse of Crabtown, is there one who surpasses me in beauty? Impossible, preposterous, yea, and he who affirmeth these things hath a false tongue and owns a fiddle which is not inactive, and which, without a doubt, belonged originally to our M dear Brother Ananias. The fickle son of Venus, bearer of the fatal bow and quiver, has recently pierced my noble breast with one of his darts, and the wound I fear will never heal. Here, my brothers, I" declare that it is for treatment of this cruel wound that I wend my way so frequently to Baltimore. CLEVELAND DEAN, "Doc" Wingate, Md. Latin-Scientific Corporal Co. A. (3); Humorous Editor RAT-TAT (3); Class Baseball Team (2), (3), (4); ClassPoet (3); Collegian Board (2) (3) (4); Sergeant Major (4). "Some have at first tor wits, then poets passed, Turned critics, next, and proved plain fools at last." Here we have the greatest "skin-gamer" of the college at the present time—indeed, I might say of all times. "Doc"is always thinking of some way by which he may "rope in" the unwary ones. His latest device is the "wheelof-fortune" which he imposed on the Pinkneyites many times during the winter. Is still dreaming of his "Elsie" across the bay and of the heroic part he played in his first baseball game with the Navy. He surprises every one by passing off Trigonometry but is still struggling with the curves of Analytics. Has the greatest difficulty in finding his post at drill. 46 �ROSCOE E. GROVE, "Rose" Middletown, Md. Latin-Scientific Football Team (4); Color Sergeant (4); Baseball Team (4); Captain Basketball team (4); Mandolin and Glee Club (4). "I nothing ever did but that 'Twas pleasure in the doing." There may be something, somewhere, that Roscoe cannot do, but if there is, we have never heard of it, and you will have to show us. He excels in all athletics—football, baseball, basketball, and while he has taken no active part in track athletics here, he has quite a reputation in that line at Franklin and Marshal, where he attended before coming to St. John's. In addition to his other accomplishments he is quite a favorite with the fair sex, and has probably broken more hearts than anyone else here. Is another one of that Senior Hall bunch which spends the greater part of his time in the telephone booth, and is now thinking of having a private phone installed in his room, so as to give someone else a chance on the public one. RUSSEL P. HARTLE, "Vonny" Chewsville, Md. Latin-Scientific 0 M; Collegian Board (2), (3); Boarding Club (2), (3), (4); First Sergeant Co. B. (3); Captain Co. A. (4); Business Manager RAT-TAT (3); Vice-President Class (3); Star Second Grade Certificate (i), (2); Assistant Manager Baseball Team (3); Manager Baseball Team (3); June Ball Committee (3). "Deep on his front engraven Deliberation sat, and public care." "Vonny" has at all times a stern and most commanding appearance. He always looks as if he were heavily burdened with the cares of state; and indeed we look forward to the time when on the floor of the Senate Chamber, he shall bring honor to himself and to his Alma Mater. "Vonny" has a deep bass voice which he uses most effectively, whether as an orator, or when storming at blundering privates at drill. He has a fondness for stirring up excitement over fake reports, and then quietly withdrawing, leaving the duped ones to fight out the matter between themselves. For instance, the Collegian Board episode. 47 �R. HAUVEE, "Ed". • • • •..Myersville, Md. Latin-Scientific $ K; Mandolin and Glee Club (2), (3), (4); Athletic Editor RAT-TAT (3); June Ball Committee (3); President Cotillion Club (4); Football Team (2), (3), (4); Baseball Team (2), (3), (4); Captain Football Team (4); Basketball Team (4); Sergeant "B" Co. (3); Lieutenant" B" Co. (4). " He-a-got-a-one-a-strong-a-da grip One-a-punch-a he-a sink-a da ship; Take a whole army to whip My-a brudder Sylves." Ladies and Gents.—Hon. "Ed" Hauver at your service. Renowned strong man, valiant soldier and merciless heart breaker. The only one in captivity. Is recognized floor leader of the Frederick County delegation and is ever ready to champion their rights and toot their horns. Examine his record for yourself and see what a heap-big-man he is. Early this fall he became infatuated with Mudd and has never been able to clear himself since. Once indulged in rhyme-making and dedicated it to Her. Since then has been laboring under the impression that he is a poet, and to proclaim his belief to the world, is allowing his hair to grow long. ROBERT M. HEINE, 'Happy" Ellicott City, Md. Latin-Scientific $ K; Alumni Editor RAT-TAT (3); Treasurer Y.M.C. A (3); Glee Club (2), (3), (4); June Ball Committee (3); Corp. Co. "B" (3); Lieutenant Co. "B" (4). " So gentle, yet so brisk, so wondrous sweet So fit to prattle at a lady's feet." This happy-go-lucky fellow with his room mate "Judy" holds the highest place among the "fussers." He is a great society man and astonishes his classmates by going out calling every evening, while at the same time making good marks in his studies. Thinks himself a great singer and can often be heard airing off his voice much to the discomfort of his friends. "Happy" has learned some very bad habits this year from "Judy" but is still a fine fellow and expects to make St. John's famous. 48 �R. M. JONES, "Jonesy" Annapolis, Md. Mechanical Engineering <t M; Mandolin and Glee Club (3), (4), RAT-TAT Board (3); First Grade Certificate (2); Member of Faculty (4). "One cannot know everything." Jones is a very busy man. At night he furnishes light for the Naval Academy and by day he enlightens the St. John's students in drawing and engineering. In him we have the unusual combination of student and instructor. Jones is a scientific fiend and delights in higher mechanics. Ably fills "Pats" shoes as an instructor but cannot equal him as a sport. He is a proficient student in French and has a great grease with "Ed". JOHN F. KOENIG, "Birdie" Baltimore, Md. Mechanical Engineering. 0 K; Mandolin and Glee Club (3) (4); Leader Mandolin and Glee Club (4); Track Team (3); Miscellaneous Editor RAT-TAT (3); Corp. Band (3); Lieutenant Band (4). " Curst is the wretch enslaved to such a vice Who ventures life and soul upon the dice." This individual has to come back to St. John's this year to keep his friend "Hoodie" company. He is a great musician and is unquestionably one of the best in college. Blows the cornet; picks the mandolin and plays the piano. At almost any time you can hear his melodious voice in Senior Hall. He once bore some reputation as a track man, but in the last few years has found a more thrilling sport. On this sport he spends most of his time, especially the hours of night. Ask him why he is called "Birdie?" 49 �LEONARD E. KOLMER, "Lenox." Lonaconing, Md. Latin—Scientific "B." (3); First Lieutenant Battalion Quartermaster, (4); Secretary Y. M. C. A. Y. M. C. A. (4); Assistant Editor-in-Chief RAT-TAT (3); Editor Collegian (4); Associate Editor, " Old Maryland" (4); Class Historian (3). "Hell itself must yield to industry." We have here a very earnest young man, who is always trying to reform something or somebody. Surprised everyone last year by becoming a dancing enthusiast and from his many trips to Baltimore this year, we are sure that there must be an attraction there. "Lenox"is a great Y. M. C. A. man and very conscientious in his work. He stands very high in class work and has great literary ability. That the Senior Class was able to publish the best Collegian in the history of the College is due to his literary ability and constant supervision. We all expect great things of him after he leaves these halls of learning. \N F. LUTZ, "Pole Cat" . Annapolis, Md. Latin—Scientific Sergeant Co. "A" (3); First Lieutenant Co. "A" (4). "His being here is not the fault of nature, simply a mistake." Stop! Look! Listen! Here comes the great military man—the terror of all the poor little privates in his company, and indeed of the whole school, when he gets on his red sash. Although he is a "down-town" man he spends about five-fourths of his time in "Vonny" Hartle's room in Senior Hall, where he prophesizes the results of all the baseball and football games that happen to come under discussion; but like the majority of us, he hasn't yet discovered how Hopkins managed to beat St. John's last fall in football. 5° �THOMAS B. R. MUDD, "Tommy" La Plata, Md. Classical <? M; Secretary Class (2), (3), '(4); Mandolin Club (2), (3), (4); Assistant Manager Football Team (3); Manager Football Team (4); RAT-TAT Board (3), Sergeant Co. "A" (3); Battalion Adjutant (4); ist Grade Certificate (i); June Ball Committee. "What's the use of living if You can't live all the time." This Charles County youth heartily believes in taking life easy, and nothing ever ruffles him. He does make a breakfast formation now and then, but on these unusual occasions he generally gets there a second or two late, sprinting at the finish, and buttoning his blouse as he runs. But with all of his easy-going traits, Tommy gets good marks in his studies, the reason of which we do not know, but it must be his ability to bluff the Profs, as no one ever saw him studying. Of late, he has been using the Senior Hall phone more than is necessary, but when we consider that there are always two ends to a telephone story, we may excuse him on account of the other end. He rooms with "Ed" Hauver and these two form one of the most completely happy couples at St. John's. CHAS. A. MULLIKIN, " Mike " . Trappe, Md. Latin Scientific 0 M; RAT-TAT Board (3); Capt. Class Track Team (4); Lieut. Ordnance (4). "Proud of all the Irish blood that's in me The devil a word a man can say agin me." He can do nothing and do it well. He has recently startled us by declaring his intention to remain at college till he graduates. Gee, we admire his perseverance. Indeed, he deserves a Carnegie medal for his courage, which is only exceeded by the lateral proportions of his indolence. Continue," Mike," in your endeavor, and let not the base howling of an unfriendly world distract your peaceful slumbers. �L. FULLER PARSLEY, "E—Ball" Brookville, Md. Latin-Scientific $ 2 K; Sergt. Co. " B" (3); Assistant Business Manager RAT-TAT (3); Hop Committee (3); First Sergt. Co. "A" (4). "My only books Were woman's looks And folly's all they've taught me." The one predominate characteristic oi this youth's make-up is that he is a "heavy lover." To do this however, he seldom has to go further than across the front campus. Not caring to leave college with the rest of his class, Parlsey has at last decided to graduate with the class of 1911, and has bright hopes of becoming Major next year. "E-Ball" is always ready to skip classes and is at heart a good fellow. This last quality may be attributed to the fact that he hails from the "green" cornfields of Montgomery. He is an ardent admirer of Bryan; and aspires to become an army officer after leaving old St. John's. Lately "E-Ball" has become a "perfect fiend" in Biology, and is now one of "Reddy's" devotees. J. P. PINKERTON, "Pink" Pocomoke City, Md. Classical 9 K; First Grade Certificate (2); Literary Editor RAT-TAT (3); Sergeant Band (3); Lieutenant Band (4); Class Historian (4); Associate Editor Collegian (4). "Curiosity is the thirst of the soul." This human walking-stick has given up Senior Hall and has moved into Reddy's Laboratory where you can find him at almost any time of day or night. He can play all kinds of instruments and sing all kinds of songs. Can argue any subject and is well versed upon the Scriptures. During the last three years "Pink" has considerably elevated the character of our famous St. John's Band. He has been known to sit up all night and talk—upon such interesting subjects too(?) "Pinkerton's on the sick list." 52 �HARRY C. -Rum, "Dutch " ., Baltimore, Md. Latin-Scientific. Q K; ® 2 K; Class President (2); Class Treasurer (3); Mandolin and Glee Club (i), (2), (3), (4); June Ball Committee (3); Treasurer Cotillion Club (3); Vice President Cotillion Club (4); Business Manager RAT-TAT (3); First Grade Certificate (i); President Boarding Club (4); Football Team (i), (2), (3), (4); Baseball Team (2), (3), (4); Track Team (i), ( 2 ), (3)1 (4)> Manager and Captain Track Team (4); Manager Basketball Team (4); Corp. Co. "B" (2); Lieutenant Co. "B" (3); Basketball Team (4); Major (4). "I dare do all that may become a man." " Dutch" combines qualities which so rarely are found together; those of the athlete, and those of the scholar. He is the celebrated all around man of St. John's, being a member of the football, baseball, basketball and track teams, a scholar and "heap big " military man. He is right-hand man to Lieut. " Spider legs " and when the two conspire the battalion can look out for trouble. Lately "Dutch" has developed a deplorable habit of running around in the wee small hours of the morning looking for a gun to expel "intruders" from the pantry. GEORGE E. RULLMAN, "Buzz" Annapolis, Md. Latin-Scientific RAT-TAT Board (3); Sergeant Ordnance (3); Glee Club (i), (2), (3), (4); Lieutenant Ordnance (4). "Refinement is superior to beauty." While not a member of the famous St. John's tenth legion, "Buzz" has faithfully served us for six years. With "Pole Cat" Lutz he now upholds the honor of the Prep, brigade of the class of 1910, once forty in number, now dwindled to two. At the end of his sophomore year he graduated from drill and has been taking it easy ever since. "Buzz" is chief of the "pineapple " squad this year and exacts strict obedience from these worthies. If there is anything that delights (?) the dwellers in Pinkney Hall, it is to see this lean gentleman don the red sash. S3 �CHARLES H. STANLEY, Jr., "Buck" , Laurel, Md. Latin—-Scientific ® M; <S> 2 K; Mandolin Club (2), (3), (4); Town and Campus Editor RAT-TAT (3); June Ball Committee (3); Vice-President Class (4); Corp. Co. "A" (3); Lieut. Commissary (4). " I pray you, let none of your people stir me; I have an exposition of sleep come upon me." "Buck" is a sort of unlucky mortal who gets blamed for much that he never thought of doing. Perhaps this may account for the fact that this year he revolted against the "menu de Reamer," and took to drinking water and eating toast,—that is to say, when he was not calling on Maryland Avenue. He enjoys nothing so much as to curl up on his little bed and proceed to "murder" sleep. During his junior year he was constantly oversleeping himself and getting into class late, but this year at the suggestion of Brown he bought an alarm clock and has cured himself of this failing. H. D. TAYLOR"Herb" Baltimore, Md. Latin-Scientific Art Editor RAT-TAT (3); Corp. Signal Corp. (3); Lieut. Signal Corp. (4). "Let Taylor tailor you" "And Noah, seeing the folly of his ways betook unto himself a wife." Get out your fiddles, boys, here comes Taylor. Taylor—the scholar. Taylor—the comedian. Taylor—the all that is great and wonderful. Last, but not least, Taylor—the married man. How incomparable— the senior fizzle—the dread of the Freshmen—the paragon of the whole school. "Herbie" got married this year, and with " Cy" Haslup forms the henpecked association. Whether or not they are happy in their new relation we do not know, but we judge not. They are mute on the subject, but actions speak louder than words. Often we find them in some hidden corner, arm in arm, and tears streaming down their cheeks to the tune "My wife sent me to College, Booho, Booho! 54 �HARRY F. WARRENFELTZ, "Warnie," "Old SLEUTH" Latin-Scientific Wolfesville, Md. 0 K; Assistant Miscellaneous Editor RAT-TAT (3); Collegian Board (3); Corp. Co. "B" (3); Glee Club (2), (3), (4); Vice-President Y. M. C. A. (4); Lieut. Co. "A" (4); Business Manger Collegian (4). "A frame that's so robust and a face that's so sweet That all moving-picture girls are brought to his feet." There is a man at St. John's, Whose ways are wondrous winning; He always haunts the stage door To have his little inning. He is a far-famed fighter, A scrapper of renown, When he and Todd meet in the ring, The better man goes down. Although he is a Senior, You must not think—alas! That he is free from hazing By members of his class. HARRY E. WILSON, "Wiltse" Tilghman's, Md. Latin-Scientific Corp. Co."A" (2); Vice President Class (2); Baseball team team (2), (3), (4); Captain Baseball Team (4); Football Team (2), (3), (4); First Sergeant Co. "A" (3); Class President (3) (4); Vice-President A. A. (3); June Ball Committee (3); Captain Co. "B" (4); Hop Committee (4); Boarding Club (4). "Wilson—that's aU"--Selected. "•ft- Ye gods! A rare creation with the dew of heaven yet on his brow. As bashful as a maiden, yet as vigorous as a Hercules, this youth hath conquered all things in atheletics, learning and society, and now stands on the very pinnacle of collegiate greatness—the generalissimo of the Senior Class. He says little, but in action is prompt and bold—this he says is the secret of his success. After graduation he will retire to Tilghman's Island and there live and die an oysterman. What a terrible thing to have the soul of a poet and yet to be an oysterman. ss �PETER G. ZOUCK, "Pee-Wee" Glyndon, Md. Latin-Scientific ® M; Assistant Miscellaneous Editor RAT-TAT (3); Corp. Co. "A" (3); Lieut. Co. "A" (4); Secretary Tennis Club (3); Class Baseball Team (2); Manager Tennis Team (4); June Ball Committee (3). "Who can foretell for what high cause This darling of the gods was born?" This youngster, in some mysterious way, succeeded in getting a lieutenancy in Co. A. Although hardly able to be seen, he is often heard, especially when he is O. D.—or as he is called by the Freshmen, the Midget O. D. It is rumored that he has been led astray by "Warnie," for which deed the sleuth should be ashamed of himself. For you know it is a great misdeed to cause so small a boy to depart from the straight and narrow path. After a long search for a "suitable" room mate, he has been adopted by "Doc "Dean, who takes great delight in instructing him in the art of graft and various other skin games. �Senior History class of novitiates, and while it was eventful there was nothing unusual about the events. The class was notable, however, for the large number of men who were very proficient along the Academic lines. In athletics it gave little promise of becoming the great aggregation of athletes into which it later developed. We were a large class, having a membership of forty-four, and were of fun-loving and somewhat boisterous nature. Consequently the Sophomore class, which was small, had its hands more than full, and was probably as glad as we were when we became Sophomores. When we returned to St. John's in September, 1907, how proud were we at the thought that we were mighty and exalted Sophomores. In comparison with ourselves, even Seniors were to our minds small fry. Sixteen of our former members had failed to find their way back. This loss was retrenched by the addition of fourteen new men who had succeeded in attaining to the dignity of Sophomores. These were Kolmer, Heine, Anderson, Zouck, Hauver, Baldwin, Taylor, Pinkerton, Stanley, Warrenfeltz, Mullikin, Smith, Harshman, and Willis. The importance of this addition may be seen in the later history of these men. My privilege it is to chronicle the doings of the Class of 1910, from their Freshman days until the present, when the time is approaching in which we must all say au revoir to our beloved Alma Mater. When I say au revoir, I do so advisedly, for to his college a St. John's man never bids farewell. Although I am called Historian, I intend that this shall be both more and less a history. What aught to be its appellation I know not. This you, Mr. (Mrs. and Miss) Reader, after you have completed its perusal may decide for yourself. I hope to make of this such an article as will be of interest and perhaps of advantage to my classmates, to alumni, to any strangers who may read this, and finally, and especially for the classes which follow us. I desire that these last may take note of our successes and failures, and may profit by our example in the former and by our experiences in the latter. Now for some history. It was recorded in the Freshman History of the men of '10 that when they first arrived at "Crabtown-on-the-Bay," "the St. John's front campus with its green trees and its fine shade looked good to them." It has looked good to them ever since. Our life as Freshman was much like that of any other 57 �Senior History My privilege it is to chronicle the doings of the Class of 1910, from their Freshman days until the present, when the time is approaching in which we must all say au revoir to our beloved Alma Mater. When I say au revoir, I do so advisedly, for to his college a St. John's man never bids farewell. Although I am called Historian, I intend that this shall be both more and less a history. What aught to be its appellation I know not. This you, Mr. (Mrs. and Miss) Reader, after you have completed its perusal may decide for yourself. I hope to make of this such an article as will be of interest and perhaps of advantage to my classmates, to alumni, to any strangers who may read this, and finally, and especially for the classes which follow us. I desire that these last may take note of our successes and failures, and may profit by our example in the former and by our experiences in the latter. Now for some history. It was recorded in the Freshman History of the men of '10 that when they first arrived at "Crabtown-on-the-Bay," "the St. John's front campus with its green trees and its fine shade looked good to them." It has looked good to them ever since. Our life as Freshman was much like that of any other class of novitiates, and while it was eventful there was nothing unusual about the events. The class was notable, however, for the large number of men who were very proficient along the Academic lines. In athletics it gave little promise of becoming the great aggregation of athletes into which it later developed. We were a large class, having a membership of forty-four, and were of fun-loving and somewhat boisterous nature. Consequently the Sophomore class, which was small, had its hands more than full, and was probably as glad as we were when we became Sophomores. When we returned to St. John's in September, 1907, how proud were we at the thought that we were mighty and exalted Sophomores. In comparison with ourselves, even Seniors were to our minds small fry. Sixteen of our former members had failed to find their way back. This loss was retrenched by the addition of fourteen new men who had succeeded in attaining to the dignity of Sophomores. These were Kolmer, Heine, Anderson, Zouck, Hauver, Baldwin, Taylor, Pinkerton, Stanley, Warrenfeltz, Mullikin, Smith, Harshman, and Willis. The importance of this addition may be seen in the later history of these men. 57 �Our first duty as Sophomores, was as we thought to commence the education of the Freshmen. We wished that all new men should become at home here as soon as possible, and, in order to make them so, we made it our business to make known unto them all the time-honored rules and traditions of the college. In addition to teaching them how to properly observe these, we held frequent receptions for their benefit, and entertained lavishly. It seemed to us that one of the things which were lacking to the new men was sufficient exercise. Accordingly, upon one beautiful Friday night we held a gymnasium class. Almost all of the old Sophomores acted as instructors, and most of them were very efficient as such. Perhaps the Freshman attempted to do too much for men not in training, or perhaps the time of the day did not suit them; whatever the reason may have been, the exercise did not seem to be agreeable to them. Two or three were so unpleasantly affected that they became ill, even before their opportunity to perform came. These entertainments, however, did not long continue. They became obnoxious to the faculty, by which they were given that opproborious term, hazing. This august body realized that it would be very difficult, to say the least, for them to completely stamp out this practice if the class was determined to persist in it, so they decided to try persuasion instead of compulsion. As the result of this decision, the old Sophomores were one day invited to a consultation with Professor Cecil and Lieut. Iglehart. For three long hours the meeting lasted. What was said need not be related, but the outcome was an act by the Sophmore Class which is more important than anything that has been done by any class for many years or that is likely to be done for many years in the future. They promised to do what they could to kill hazing, and hazing's animation was immediately suspended, though not entirely destroyed. It may be well to relate now, instead of reserving it for its proper place in the chronicles, the history of hazing since then. With the accession to the Sophomority of the class of 1911, some of the old practices were revived, but this body of men soon perceived the beauty of our example, and took our precepts as their own. Last autumn the men of 1912 again resuscitated old tyrant hazing. They, likewise, soon adopted the policy of their predecessors, and hazing suffered another collapse. It seems to be growing weaker each year, and we hope that that old terror to new students may never rise again in St. John's. You men of 1913, when you return to college next September, be taught by the experience of the three classes which have gone before you, and instead of renewing the practice of hazing only to down it, allow no semblance of it to rise. We were formerly told that if hazing did not exist, the new students would not acquire the college spirit. Can men be forced or frightened into the possession of the true St. John's spirit? Last fall the men were told that they didn't have any spirit. If I may be pardoned for recalling an unpleasant incident I would like to ask if they showed lack of spirit on Homewood field last Novem- �on the diamond. Since the departure of "Sleepy" Tarbert, Riihl has been our only representative on the track. In the classroom our reputation as sparks was still maintained. Our history throughout the year is in the main uneventful. When yet once more our feet sought the paths of old St. John's, it was as Seniors that we returned. Seniors,—ah, sweet the word,—t'was for this that we so long time labored of this that we have dreamed. Ah, but the reality! Half had not been imagined. Upon calling the roll of the class we found that a few more had deserted us. Butler decided to be a lawyer, and commenced his study at the University of Maryland. "Jimmy" Coatsworth found that society interfered with college work, so he gave up—the college. "Puss" Dreifus decided that he could become a physician more quickly by beginning the study of medicine now than by waiting a year, so moved to the University of Penn. "Ducky" Kerr broke the bonds of love of class, and bound himself with a stronger tie—the golden band of matrimony. Tracy, since he was unable to play football on the team, has devoted himself to it as an amusement at Westminster. Our number has been made up by the addition of Cook, Jones, R. M., Grove and Koenig, all inherited from the Class of '09, besides those old heirlooms, Hutson and Allen. In this our last year, we still hold our high place in everything. In military affairs we have produced the goods. You may look far before you find better officers than her, when they cheered through seventy minutes of torture without losing courage. To return to our Sophomore year, in athletics our men then began to show a little of their capacity. Four of them made the football team. "Dutch" Riihl, at halfback, was the star of the team, while Wilson and Baldwin as guards, with Hauver at tackle, were a strong and speedy trio. On the baseball team we boasted of Wilson, Riihl, and Willis, while others of us were strong subs. In track athletics we had Riihl and "Sleepy" Tarbert, the best two runners in college, and MacAbee, who broke all sorts of records at high-jumping. In the academic department we continued our high standing. In addition to the scholars of our Freshman year, a majority of the newcomers were both brainy and studious. In this line of action, as in others, our doings were an honor not only to the class but to the college. When we assembled in 1908 as Juniors we found that many of our classmates were among the missing. We were no longer a large class. From among the forties our number had dwindled to twenty-three. Only one small person had added himself to our ranks. This youth, Butler by name, soon found a place in the heart of everybody, and as quarter-back on the foot-ball team gained a niche in the St. John's Hall of Fame by leading the team to a victory over Hopkins, Among those who followed him in that game were his classmates Wilson, Riihl, Hauver and Blades. Of these men, Wilson, Riihl and Hauver with "Doc" Dean contributed greatly to the victories 59 �Riihl, Hartle and Wilson. In athletics we are almost, if not quite, the whole thing. On the football team Hauver, Wilson, Riihl, Blades, Hutson and Grove gave us a fairly good representation. In basketball we have Grove, Riihl and Hauver. In baseball we are satisfied with having Wilson, Riihl, Hauver, Grove and Dean on the team. In field and track events Riihl, Hutson, Hauver and Grove are able to keep us on top. In classes we are as proficient as ever. I would like to express my opinion of my classmates individually, but my space is (fortunately, perhaps) not sufficient. Eulogies might become monotonous. However, I cannot refrain from saying a few words concerning our president, Wilson. The verse concerning him in the RAT TAT of a year ago will bear repeating, I think, and it expresses much of what I wish to say. As a class, we consider that we have been a success. One reason for our success is our always having had good class officers. Another, and even more important cause is our unity as a class. Whatever troubles we have had, quarrels and factions in the class are not among them. We have been, and are, one happy family. No class which is divided against itself can accomplish as good work as would be possible for it as a unit. We do not mean to give the impression that we consider ourselves perfect, either as a class or as individuals. Far from it. But what we do mean to express is that we set some good examples to follow, and some bad ones to avoid and that following classes can, if they will, profit by our experience. Every class ought to learn something of value from that which goes before. We, the students, are the college, and the standard to which we bring ourselves is that of the college. May you who follow raise the standard. If we, when we go forth hence, leave any good work begun and not finished, it is for you to bring it to completion. If we have boasted too greatly of ourselves, pardon us, for it is our last chance to boast. We realize now that we have not accomplished all that we could have accomplished, but have been too self-indulgent and dilatory. And I, who have been the most indolent and procrastinatory of all, to this which is more than a history and less than a history, (chiefly less), sign myself HISTORIAN. Kind reader, your pardon I truly do crave, For casting before you a person so grave. On the diamond, a slugger; in the classroom, a plugger; On the gridiron, a rusher; in sparetime, a "fusser." All this is old Wilson, ye ladies and gents, And therefore we made him our class president. No older than most of us and as young in spirit as any of us, in wisdom and weight of personality, " Wilse" is as some venerable sage. The interests of the class his interests, impartially friendly to all, loved by all, we made him class president again this year, and if we had yet another year, would repeat the stunt. 60 ��Class of 1911 Motto MENS SANA IN CORPORE SANO. Colors BLUE AND WHITE Yell A-mal-go-mi-go-me-go-mah! Blue and White! Blue and White! Zip-zap-zah! Rickety Rex Rex, Hullobalee 1911—8. J. C. Class Officers J. E. MARSH C. L. DICKINSON W. L. KOONTZ W. R. VANSANT E. B. ROBERTS President Vice-President Secretary Treasurer ..Historian ��R. K. ADAMS, "RAMESES" Boonsboro, Md. Latin-Scientific <P M; First Grade Certificate (2); Sergeant Co. "B" (3); Assistant Editor-in-chief RAT-TAT (3); Treasurer Athletic Association (3); June Ball Committee (3). "He had a face like a benediction." How the upperclassmen did laugh when this farmer lad dropped in last year. The spell soon wore off, however, and it was soon seen that Adams was not half as green as he looked. He immediately set such a pace in History that he received the • name of our second St. John's "Rameses." Although last year he was pretty well behaved, this year finds him half his time in the Third Floor Tea Room, where he, with Wilson and a few others, enjoys sipping refreshments through the little goose quill. In spite of all you may think concerning Rameses' dreamy looks, he is very much wide awake and never has failed to make an average of less than 4.99 in any study. One innocent creature he is, the only disagreeable feature is his mandolin playing, which he inflicts upon all intruders of his room. (Couldn't play a hand organ.) Was placed on the fourth floor of Pinkney Hall this year to run errands for the Freshmen. L. C. BAILEY" Elsie" Quantico, Md. Latin-Scientific 0 K; Historian (i); Corp. Co "A" (2); Treasurer Class (2); Boarding Club Committee (2), (3); Collegian Editorial Board (2); Sergeant Co. "A" (3); Treasurer Y. M. C. A. (3); Editor-in-Chief RAT-TAT (3); First Grade Certificate (i), (2); June Ball Committee (3). "His looks do argue him replete with modesty." That same old story of an innocent one being led astray by the wily influences of St. John's College! Will it never cease? With all her faults though, Bailey has proved a great success in almost every manner. Endurance of Carey's jokes throughout his Freshmen year, and service as a member of the Boarding Club for a year, hardened him into the Spartan-like ways, for which he is at present noted. Holds a prominent office in the P. H. F. O. A., and is proud of it. One would think, to look at this baby face, that its owner was young and inexperienced, instead of being that wild and reckless character that he is. 63 �E. STANLEY BOWLUS, "Buzz" Middletown, Md. Latin-Scientific $ K; Sergeant Band (2); Assistant Miscellaneous Editor RAT-TAT (3); Class Baseball Team (2). "Now as man is judged by the rapidity, velocity, frequentness and general noise of his speech—hence my name." Look well, for never again will you have the opportunity of beholding such a noteworthy disciple of the art of producing at any time, called or uncalled for, pure, unadulterated, spontaneous—hot air! He and his long solemn looking room mate constitute one of the fastest teams of "fussers" in the field today; it's rare "pickings" that they miss. During our early days of happy family life we all had a great deal of sympathy for him, laboring under the impression that he was undoubtedly subject to some horrible attacks of hitherto undreamed of severity. But on investigation we found the ungodly noises, which were making our lives miserable, to be the results of his implacable and indefatigable designs upon the trombone. Alas! The irony of fate! Give us the sympathy! J. F. DAVIS, "Pep," "Skinny" Pocomoke City, Md. Latin-Scientific 0 K; Corp. Co "A" (3); Assistant Humorous Editor RAT-TAT (3); Class Baseball Team (2). "Men tremble when I smile—nations fall when I laugh." If he doesn't happen to be standing so you get a side view, you may see chances for great fame in this youth—chances, necessarily slender at present, but if honest endeavor is ever to be rewarded, then, his agonizing attempts at respectable "gym" work will—it is to be hoped eventually broaden the possibility for these chances materializing, and incidentally, broaden the "divineform." In him we have another of the disturbing elements of the lower end of Junior floor—and may the man be everlastingly consigned to Reamer's grub—who gives him the least provocation to laugh. Oh save us! It haunts us in our dreams. 64 �C. L. DICKINSON, "Dick" Pocomoke City, Md. Latin-Scientific $ K; Captain Class Baseball Team (i), (2); Corp. Co. "B" (2); Sergt. Co. B. (3); Business Manager RAT-TAT (3); Vice-President Class (3); Chairman Entertaining Committee (3). "Hear me, for I will speak." An Eastern Shore freak who knows it all at all times. He is one of the Business Managers of the RAT-TAT and has proved himself a good one. According to his statistics the RAT-TAT will only go forty-nine cents into debt—would like to refer him to Prof. S— on statistics. Is a great society man, and one will find him downtown, calling on some fair one, oftener than at College. He advocates Woman Suffrage, and hopes some day to persuade the Maryland Legislature to look more favorably upon his view on the subject than they do to-day. S. C. DKAKE, "Quack" t Latin-Scientific <P M; Corporal Co. "B" (3); Secretary RAT-TAT Board (3). June Ball Committee. "Yon Cassius has a lean and hungry look." Approach him with caution! This weather-beaten specimen of humanity escaped two years ago from one of the large menageries on the Eastern Sho', and was captured off a small island in the Chesapeake by the College authorities who decided to shelter him under their provident wing for a couple of years. Quite a Society man. This innocent youth has taken a brace the past term and doesn't go down town more than five nights each week. Who knows but what there will be wedding bells ere long in the community of "Bicycle Liz?" Who wants a game of whist? Confident of Majorship next year. Easton, Md. �C. T. GLADDEN, "Egg Head" Annapolis, Md. Latin-Scientific <D M; First Grade Certificate (i), (2); Corporal Co. "A" (3); Humorous Editor RAT-TAT (3). "He would talk, Lord how he would talk! «• Here we present to you a noted person. He has done everything from using quills to inventing a new kind of gunpowder, which invention he sold to the Head of the French Government. Expects to receive a title from his relatives in Scotland early next summer. In the meantime Charles will be a midshipman. After trying on eight different caps he discovered one which, by clamping would nearly fit him. Gladden's favoritejpastime is reciting Tactics, which he does in a stern and commanding manner. And that brace!!!! CHARLES G. HASLOT, " Si" Savage, Md. Latin-Scientific 9 K; High Private Rear Rank (i)j Sergt. Co "A" (3); Treasurer RAT-TAT (3). "How in the h— could I help it." "Si" hails from Savage, a God-forsaken place of Howard County. Seemed to think in his Freshman year that he would be major in 1911, but now concludes that he will probably get off those "d—pineapples." He was much sought after last year by some fair damsel of Annapolis, and was kept very busy answering the phone. These phone calls became so frequent that at last he became sick at the mere mention of one, and finally they ceased altogether. He was a corporal at the beginning of this year, but is at last a Sergeant. Waited until he could raise his stripes before having his picture taken. 66 �HERMAN R. HOLLJES, "Long John" Baltimore, Md. Latin-Scientific $ M; Class Treasurer (i); Corporal Band (2); Sergeant Band (3); Orchestra (i), (2), (3); Humorous Editor RAT-TAT (3). "Old Budweiser's a friend of mine." "Ladies and gents, step right this away, and see Prof. Holljes, the longest and most unique specimen of the human beast now in captivity—captured in the wilds of East Baltimore—alive and living. Watch it there, little girl, he'll grab that parasol and turn it into a bass viol. Ladies and gents, if you want to hear him sing and explain his system of wireless, feed him eggnog through a funnel and you'll get results. Your cane, sir, he'll mistake it for a flute. Five cents, a nickel, a half a dime; step up gents and " Voila tout." CLIFFORD L. JOHNSON, Nervy" ........................................ Laurel, Md. Latin— Scientific $ K; Football Team (2), (3); Boarding Club (3); Captain Class Track Team (3); Vice-President A. A. (3); Assistant Manager Basketball Team (3); Hop Committee (3); Corp. Co. "B" (3); Business Manager RAT-TAT (3); June Ball Committee (3). "A lion among ladies is a most dreadful thing." What a wonderful piece of mechanism is "Nervy." He can do anything. He is a star athlete, a mighty scholar, an adept business man, a society expert, and even a musician. He can play a little and sing a little less. Of late Annapolitan society has caught him in the whirl and threatens to engulf him. The once staid and quiet little "Nervy" has become a monster over whom women rant and the femmes rave. To sum him up we may say he has played with Plato, dined with Diogenes, clawed with Claudius, skipped with Scipio and ripped with Euripides. 67 �HENRY LEE JOHNSON, "Johntz," "Jack" . Cambridge, Md. Latin-Scientific Basket Ball (3); Sergeant Co. " A" (3); Football Scrubs (2), (3), Mandolin and Glee Club (2), (3); June Ball Committee (3). "Ah, then I flee, for peace to thee, My darling cigarette!" "Henery" is a good fellow and a first class scout. He sometimes finds time for a deep breath between smokes, and between breaths he smokes a vile mixture in which the chief components are asafcetida and limburger. He is every bit of a fusser, greaser, musician and athlete. The first and third qualities create the most disturbance, for when off post he is either making mandolin noises which the band doesn't rate dreaming of, or else recounting his conquests to a group of wide-eyed classmates. The tale invariably ends thus:— "She sure was a keen kid, and she had me nutty." WILBURL. KOONTZ, "Chauncey" Winfield, Md. Latin-Scientific 0 K; Corporal Co. "A" (3); Art Editor RAT-TAT (3); Secretary Class (3). "Johnnie's always up to tricks, Ain't he cute, and only six." The real little devil of 1911, who never misses a chance to get off a good one. With it, however, he is a hard and conscientious worker, especially with a slat. At hops he fusses the orchestra, and prefers sudden death to the company of a femme. This together with his undignified behavior is the cause of the happy blend which has resulted in two years of joyful wedlock. Some tennis champion, and, seen in action, resembles a frightened dachshund. Talks in chunks, interrupted by girlish giggles, and if he has a serious side it is yet to be discovered. 68 �JOHN ECCELSTON MARSH, "Slats" Fort Morgan, Colo. Latin-Scientific Class Historian (2); Star Second Grade Certificate (i); Class Baseball Team (2); President Class (3); Sergeant Co. "A" (3); Chairman June Ball Committee (3); Literary Editor RAT-TAT (3). "Blessed be the man who first invented sleep." Behold, you see before you our honored president. It is upon his shoulders that the burden of piloting our class safely through all its troubles and dangers rests. " Slats" is a member of the quartet of floor officers who form the Amalgamated, Conglomerated, Unsophisticated Floor Officers Association of Pinkney Hall, and hence one of Reddy's and Stryker's pets. Together with the rest of the Association, he made his debut into Annapolis society this year, and his social abilities being recognized, he was made chairman of the June Ball Committee. Recently, he has discovered some great attraction in the Physics Lab., at any rate one would so suppose from his constant attendence. JOHN L. MORRIS "A bird in the hand is worth two in the bush" Latin-Scientific & K; Assistant Literary Editor RAT-TAT (3). "See, who comes here? A countryman." This was one of the additions to our class last year. He says he hails from Salisbury, hut it has leaked out that the Corn Houses of Kelly claim him. He makes a specialty of selling pies and of working numerous other forms of "skin-games." Delights in the title of "Champion Eater of the College." But do not form too hasty an opinion of this gentleman, for you see before you the right hand man of both "Amos" and "Turk;" a great chemist— surpassed in the annals of that science only by the mighty Gladden, of gunpowder fame. 69 .Salisbury, Md. �R. GRAHAM Moss, "Roger" Annapolis, Md. Latin-Scientific Secretary Class (2); Business Manager RAT-TAT (3); Sergeant Co. "B" (3); June Ball Committee (3); Hop Committee (3). "And when I ope my lips, let no dog bark." Alack, what noise is this that disturbs the absolute peace of Junior floor (?) after drill for a couple of hours? Why to be sure, "Roger" and none other, truly a beast of gentle mind and as harmless as a cockroach, but nevertheless a noise and pestilence. When the muse strikes him he plays a mandolin for our benefit, and, Lord, when the muse does strike, she hits him hard, and we suffer the consequences. In our anguish we cry aloud, "How long, O Roger, how long must we endure the penal flame of your musical propensities? THOMAS PARRAN, JR., "Judge" 0 2 K; 9 K; Corp. Co. "B" (3); Alumni Editor RAT-TAT (3); June Ball Hop Committee (3). "And when a lady's in the case, You know all other things give place." "Judge" is one of those fellows who finds it easy to attain scholastic honors being, in the main, a "bug" fiend and one of "Reddy's" special students in Biology II. Giving high promise of being a good basketball man, "Judge" now by hard work aspires to uphold old St. John's on the Tennis Team and as a Track Team star. While on the "Easton Sho" last summer "Judge's" heart had quite a shock and though he has met many others they say he has never recovered from the blow. ^ St. Leonard's, Md. �EMERSON B. ROBERTS, "Madam" Easton, Md. 0 K; Corp. Co "A"; Assist. Literary Editor RAT-TAT (3); Class Historian (3). "This in no place for a minister's son." " Madam" came here last year possessing a very maiden-like appearence, which was the result of her Easton High School training. But under the gentler influences of old St. John's she rapidly reformed and no one would now take her for the son of a minister. Her superb figure is especially set off when she comes on as N. C. 0. G. and dons the white belt. After making her debut at the cotillion held on April 2, "Madam," from her peculiar style of beauty, bids fair to make Talbot County proud of its production as a "society lion." ^^^8ms WILLIAM STANLEY "Bill" Laurel, Md. Latin-Scientific $ 2 K;3> M; Corporal Co. " B" (3); June Ball Committee (3); Assistant Town and Campus Editor Editor RAT-TAT (3). "Love makes fools of us all, big and little." "Bill" came to us last year fresh from the Laurel High School. He at once developed a fondness for the Annapolis fair sex and can be found quite often basking in the sunshine of some fair one's eyes. He has also a fondness for dreamland and can be found asleep in English class any old time. He has a pleasant jolly disposition and is very popular with all the fellows. �W. ROLAND VANSANT? " Van" Annapolis, Md. Scientific 0 M; Class Baseball Team (i), (2); Second Grade Certificate (i); Corporal Co. "B" (3); Hop Committee (3); Class Treasurer (3); Town and Campus Editor RAT-TAT (3); June Ball Committee (3). "I never thrust my nose into other men's porridge." Here is a man of whom we are all proud. This gallant is at his best at a dance, and has been known to take as many as three dances with his partner. Is one of Turk's few and most brilliant scholars, and expects to be a great chemist. "Van" is as fond of English and Logic that he has himself ordered to attend them, and skips the next day. By mathematical formulas he has worked out a "grease" with all the Profs. On account of his military ability and knowledge of tactics he rates a corporalcy in the Crabtown militia. K. E. WILSON, "Scuds" Baltimore, Md. Scientific 0 M; Vice-President Class (i), (2); Corporal Co. "B" (2); Sergeant Co. "B" (3); June Ball Committee (3); Miscellaneous Editor RAT-TAT (3); Assistant Manager Baseball Team (3). "Much study is a weariness of the flesh." "Scuds," remnant of the "prep" school is a quiet, easy-going, don't-care, sort of a fellow. He was adopted in his Freshmen year by one of the faculty and has held the position of protege ever since. Can be found taking tea with Dr. McGlone most any time. Also has a liking for Murray Hill where he has a guardian fairy. All in all he is a jolly good fellow and one of the most popular members in his class. His one ambition in this world seems to be to keep alive and to let the rest alone. Takes such interest in Chemistry that "Turk" is going to put him on the "Honor Roll." 72 �S. ROWLAND WHITE, JR., "Bob White" .Galloways, Md. Latin-Scientific K; Athletic Editor RAT-TAT (3), Secretaty Athletic Association (3); Manager Class Baseball Team (2); Football Team (3); Sergeant Signal Corps (3); June Ball Committee (3). "How fine, how blessed a thing is work—for someone else." "Bob" came here from Washington College and is just beginning to get over the effects of it, although he still dreams of a certain fair maid whom he left behind. He was one of our gridiron heroes last fall, and delights in telling of the many touchdowns he might have made if no one had stopped him. Is first sergeant of the handkerchief squad and expects to be General in Chief of that noble band next year. Has never been known to get to breakfast formation on time, but never gets demerits for'this as he has them put into guard duty and walks (?) them off. 73 �The Chronicle of the Junior Class Now it came to pass that in the twenty and first year of the reign of King Tommy the Great, of St. John's College, that a band of youths came into his kingdom from out the wilderness which is roundabout, and sought the kingly presence, saying: "Instruct us, oh most noble King, in the ways of knowledge, and lead us in the green paths if virtue." And the year was the year two hundred and one after the founding of the kingdom. And the King gave ear unto them, and heard them, and was moved with compassion toward them, and he received them into his sanctuary, and led them forth in their new domicile—yea, verity into the land of Pinkney. And it had come to pass that certain of these youths had hereunto abode in that place; and their names were Vansant, and Moss, and Hopkins, and Wilson who is called Scuds. And they taught their brothers many things, saying: "Oh, our brothers, we are but Freshmen, a down-trodden race, and the upper classmen, which are called Ishmaelites, will oppress us, and do sore affliction unto, us. Be strong, and falter not. Let us choose 01! from among us who shall be our chief, who shall be our adviser, and a councilor unto us, and who shall lead us in battle against the Ishmaelites. Let him be brave and bold and strong as the warrior, yea, as the warrior who doeth valiantly." And it seemed good that it should be so. They took council together—the old and the new, the bold and the timid, and as with one voice they cried aloud, and proclaimed "Dick" Yewell as their chief—him they would obey, and him would they follow. And thus the council ended, no one dissenting. But behold, from the camp of the Ishmaelites a cloud arose. All was not well in the realm of King Tommy. And it came to pass that in four days the storm broke, and 74 �the whole Kingdom was astir, and great was the swelling thereof. They said it was a G. O. H. Such they called it in the barbarous tongue of the Ishmaelites. It was a sore affliction. The innocent were made to suffer with the guilty. And among the new dwellers in the land there was weeping and wailing, and calling for mother. But when the tidings came to the ears of King Tommy he was very wroth, and vowed a vengeance terrible to be heard. And he brought it about that on the same night, that the mighty chiefs of the realm took council together— King Tommy and his secretaries and all his retainers. And a decree was set forth by them, so that the offenders were banished from the kingdom, and cut off from the law, and the arm of judgment lay heavy upon them. And it came to pass that a certain centurian whom they called "Buck"—a mighty man of valor—interceded, and the decree was withheld, and the offenders were placed upon a probation, and made to leave off their cruel dispositions, and return unto the law. And they did as it was bidden them. Thus endeth the first moon of the sojourn of the indwellers in the new land.—Selah. And the youths waxed strong, and vigorous, and they grew and broadened out in the ways of St. John's and a patriotism, traditional in the race, imbued itself into them, as rich wine which filleth the glass, and maketh the heart glad. And they were St. John's men, and the rich heritage of St. John's was theirs. They heeded her law, and forsook not her council, and returning unto the land of their fathers they meditated upon it day and night. And lo a year passed and they returned unto the realm of King Tommy, clothed investments of pride and hauteur. Withal they listed not to their experience, but as the unwise son who heedeth not the instruction of his father, and forsaketh the prayer of his mother, they hardened their hearts, and stiffened their necks, pursuing the Freshmen unrelentingly, as the law of the Medes and Persians, which altereth not. And when these things were made known to King Tommy his heart was sad for these Sophomores were high in his favor. He called them unto his throne, yea he summoned them into the sanctuary of the most high. And behold on his right hand sat "Buck"—the great centurian, a man of the sword, and who had soldiers under him; and on his right hand was "Turk" who in the realm of St. John's could command the sun and the moon to stand still, and they obeyed him. And lo before this august presence the youths stopped deaf, and they smote their breasts, and were sore afraid. "Oh King, hast thou cast us off forever—in thy wrath upon the sheep of thy pasture? Forgive us, for we knew not what we did—forgive, forgive, forgive," they cried. And King Tommy, seeing the earnestness of their sorrow, was compassionate upon them, and heard them. And "Buck" and "Turk" were of one mind. And they 75 �spoke to the supplicants and their words fell like dew upon the grass that is mowed. And on bended knee the youths petitioned the throne: "Make us strong like thee, Oh King, teach us thy ways, and lead us in thy paths. Keep us lest we forsake them." And forthwith they became a favored band which flourished as the laurel, yea, as the green bay tree which groweth up. And life was theirs, and joy and health in plenty. Sorrow entered not into their hearts. They waxed strong in the ways of their elders, and lacked not. They applied their minds unto wisdom, and their hearts unto learning. Their hands were taught to war and their fingers to fight. And they rejoiced in their work—yea, verily, even as the strong man who delighteth to run a race.—Selah. And the months passed, and abundance forsook them not. They grew in stature, and in the admonition of their Alma Mater. Great and many were their accomplishments. Many victories wrought they also in the games which were accustomed to be played in that day. And the year passed and youth faded not from their brow. And behold they became Juniors in the realm of King Tommy—in the ancient Kingdom of St. John's. And the time came to be near at hand when the elder brothers of these youths must depart the realm and go forth into the world. And it bore heavy upon the youth and saddened them. But it must ever be thus, and as theirs was a worthy example, so may all who come after them be worthy in the eyes of their followers. "Oh, our younger brother, hear us, and attend unto our words. Learn of us, make our victories yours, and suffer not our failures to become as sounding brass and a tingling cymbal in your ears. See knowledge and pursue it. Be strong in the ancient patriotism of the kingdom of St. John's, trust yourselves and dare all things, and it will go well with you in the land of St. John's which thy choice hath given thee." HISTORIAN. 76 ��Class of 1912 Motto. "OMNIA PROBATE, BONA TENATE. " Colors. MAROON AND GRAY. Class Yell Rah! Rah! Rah! Hullabaloo, Hooray, Hooray! S. J. C. Maroon and Gray! Rah! Rah! Rah! Rah! Rah! Rah! St. John's ! '12, '12, '12. Class Officers R. D. BROADRUP A. E. WILLIAMS F. S. MATTHEWS President Vice-President Secretary W. G. CATLIN B. MICHAELSON C. C. HARRISS 78 Treasurer Historian Sergeant-at-arms ��SOPHOMORE CLASS �Roll of Class '12 ALGER, P. L. —"Budge" Annapolis, Md. BRASHEARS J. A.—"Ducky" New York, N. Y. "Pygmies are pygmies still, even tho' perched on the Alps." BROADRUP, R. D.—"Dutch" Cumberland, Md. "ich bin ein fauler Deutschman." CARVER, N. H.—"Doc" Harve de Grace, Md. "Whose worth's unknown, tho' his height be taken." CATLIN W. G.—"Willie" White Haven, Md. Lynchburg, Va. "Who thinks too little, who talks too much." DAVIS, G. H.~" George" Clarksburg, Md. FINKBINE, C. A.—"Country" Annapolis, Md. "Geniuses must be born, never can be taught." GAILEY, H. A—"Herman" Delta, Md. "Love me little, love me long." HARRIS, C. C.—"Maggie" Travellah, Md. "My own thoughts are my companions." HAYES, L. D.—"Dad" Barnesville, Md. ' Blessings on the man who first invented sleep." "A cheerful life devoid of care." CHRISTIAN, J. D.—"Chris" DEETS, S. R."—Marie" "Pleased with a rattle, tickled with a straw." "Ain't he a wise young owl?" Pittsburg, Pa. "For even though vanquished, he could argue still." HOPKINS, R. S.—"Skinny" Onancock, Va. "Take life too seriously and what is it worth." HOPKINS, S. D.—"Shorty" "I live to make a loud noise." Onancock, Va. �INSNIGER,F. N.—"Monk" PENDLETON, A. P.—"Pat" Spokane, Wash. "He could swap tales with Ananias and hold his own." JONES, W.—"Reddy" RIGGIN, C. H.—"Judge" Annapolis, Md. RYDER, I. E—"Ira." KENDRICK, W. W.—"Kerns" "Whither the heart leads, I follow." "Love makes fools of us all, big and little." LENTZ,W—"Bill" STALEY, R.— "Raymond" MATTHEWS, F. S.—"Mattie" WHEELER, H. W.—" Groombauer" La Plata, Md. MICHAELSON, B.—"Mike" Hagerstown, Md. "0 wise men, what have we here?" "Small show of man was yet upon his chin." Street, Md. "With voice, deep as the sullen sea." Galloways, Md. WILLIAMS, A. E.—"Jay" "I know too much already." Salisbury,Md. "You fellows don't appreciate good music." Hagerstown, Md. WINSLOW, G. L—"Windy" "Noise, ye gods, what a noise." PAYNE, L. E.—"Doc" Quantico, Md. "Satan finds mischief for idle hands to do." "Then he will talk, ye gods, how he will talk." MILLER, F. A.—"Fred" Baltimore, Md. "What would society do without me?" "So young and so fair." Leonardtown, Md. POLLOCK, J.—"Bubble'' "I care for naught but baseball." "Here we see Demosthenes surpassed." 81 Boyds, Md. �Sophomore Class History Last September the Class of 1912, for the second time entered St. John's College. The year before we had to carry ourselves with regulation Freshman lowliness, and were at the mercy of any upper-classman who saw fit to use us. But, when we arrived last fall, ah! what feelings of might and lordliness did we possess. After having our first class meeting, we sallied forth to meet the Freshmen; and what a bright and intelligent bunch they appeared to be! One night not long after our arrival, the Freshmen decided to give a few theatricals for our diversion; they escorted us to the new gymnasium which was brilliantly illuminated by one cent candle power, and for several hours we writhed in the agony of side splitting mirth and wept to the moving eloquence of some newly discovered disciple of Cicero. But this was not to last long, as we were soon asked to assemble in the library. There we encountered two influential members of the Faculty, Professors Cecil and Woodcock, who soon persuaded us to refrain from hazing. We agreed to refrain from hazing on certain conditions regulating the behavior of the underclassmen. The Freshmen, to show their gratitude, tendered us a banquet. When we reassembled for our first class meeting, it was soon seen that quite a large number of our classmates had not returned. The missing ones were Crew, Fink, Lavigne, Holland, Noble, Paine W. N., Pulos, Ross, Staley W. B., Stier and Sewall. We deeply regret the loss of these men and we sincerely wish that they may meet with success in whatever course they pursue, and that they may look back with pride to the days when they were members of the Class of 1912 of St. John's. The loss of so many men greatly diminished the size of our class, but their loss was partly recompensed by the admission �Brashears, Wheeler, Winslow and Harris, who are almost sure to win their monograms before leaving college. In basketball we have some future good men, among whom are Insinger, Broadrup, Brashears and Winslow. On the track, however, we hold our own, for we have two men on the relay team, and several good substitutes. Ryder and Gailey represent us on the relay team, and they have done some good work. Of the substitutes, Broadrup and Brashears are the most prominent. We have quite a number of candidates out for baseball. Prominent among them are Pollock, Catlin, Michaelson and Harris, who are trying for different positions and will develop into good men. We have some good men in Tennis. Lentz will undoubtedly make the team, and Brashears and Insinger will give some one a close rub. It has generally been the custom of classes to elect their class officers at the beginning of each year, but we have departed from this custom. We elected our officers before school closed last year, and we intend to continue this policy. R. D. Broadrup was elected president, and he has filled his office very well, A. E. Williams was elected vice-president but he has not had much opportunity to display his abilities, as our president is always present at the class meetings. F. S. Matthews was elected secretary, and W. G. Catlin was given charge of our money. Nineteen twelve has been exceptionally fortunate of four new men into the class—Christian, Lentz, Miller and Staley. Christian left in January to go to West Point. Several old men also left during the year. Those who left were Deets, Carver, Hayes, Kendrick and Wheeler. Deets left to prepare himself for the Naval Academy. Carver has gone home, when last heard of, he was sporting on his income. Hayes, while at College, was president of the Class "pitch" club. He is now working in a toy factory in Washington, D.C. For further information ask Insinger. Kendrick is working for a photographer in Washington but is frequently seen in Annapolis. We wonder if his visits pertain to business or to interest in his classmates. The last to leave us was Wheeler. He has gone home to act as superintendent of his father's farm. As in all classes, we have men who excel in scholastic work, and bring great credit to the class. Some of our best students are Alger, Michaelson, Riggin, Winslow, Miller, Lentz and Staley. Our class is not as fortunate as the other classes in having good men on the football and baseball teams, but we have men who go out on the athletic field and faithfully work to become team-men of the future. When the call for candidates for the football team was issued, quite a number of our men responded. None of them made the first team, but we were well represented on the second team. The most promising of these were 83 �in receiving non-commissions in the Batallion. The following men are non-commissioned officers; Broadup, 6th corporal Co. A., Matthews, 6th corporal Co. B., Brashears, 7th Corporal Co. A., Williams yth corporal Co. B., Insinger, Gailey and Harris ist, 2d, and 3d corporals of the Band, and Pendleton Corporal of the Signal Corps. We have several peculiar combinations in our class. One of these is or thinks it is musical. The members of this combination are Insinger and Harris, and they can be heard tearing off the agony at any hour. Besides these two there is one who plays a lone hand—Williams. He plays an unknown instrument with an unpronounceable name, and he plays execrably to the disgust of all within hearing. Another combination is the "Noise Turns" Miller and Hopkins, S.D. They are the most pestiferous bunch in college, with their howling and other vocal performances equally vile. On the fourth floor is a bunch of " Sophs " who have organized themselves into the " Fourth Floor Society," with Riggin as President. Every Sunday afternoon they can be heard rough housing the Freshmen's rooms, throwing water, and doing everything in their power to uphold the honor of the Fourth Floor. Our Sophomore year is now rapidly drawing to a close and as we look back over the past two years, it gives us satisfaction to note, that what we have attempted we have done well and as to the future we have hopes that St. John's will be benefited by having within her walls the Class of 1912. HISTORIAN. 84 ��Freshman Class Class Officers J. N. WILSON W. R. WOODWARD President Vice-President W. A. RUHL Secretary C. F. PHILLIPS Treasurer E. A. JONES Historian �FRESHMAN CLASS �Freshman Class Roll E. F. ADAMS—-"Goosy" J. A. ANDERSON—"Andy" HAROLD ANDREW—"Ander" R. F. BRATTAN—"Bob" SPENCER BRITTAIN—"Britt" D. BROWN—"Don" T. O. BROAD WATER—" See " D. E. CAMPBELL—"Dearie" MILTON CECIL—"Turk" J. W. DALEY—"Pee-Wee" G. E. DRYDEN—"Puss" EDGAR FELL—"Skinny" W. S. FITZGERALD—"Reds" G. GERING—"Pip" A. A. GLADDEN—"Louse" J. W. HOLMAN—"Bottle" W.M.HUTCHINS—"Hutch" F. E. HUTCHINSON—"Toad" J. P. JACOBS—"Yocks E. A. JONES—"Runt" Vernal, Utah. Baltimore, Md. Denton, Md. Princess Anne, Md. Crafton, Penn. Laurel, Md. Grantsville, Md. Baltimore, Md. Highland, Md. Baltimore, Md. Snow Hill, Md. Annapolis, Md. Princess Anne, Md. Indian Head, Md. Annapolis, Md. Friendsville, Md. Willows, Md. Fairmount, W. Va. Millington, Md. Mt. Vernon, Md. WM. JOYCE—"Mamma's Baby" Annapolis, Md. W. E. KLINEFELTER—"Madam" Baltimore, Md. W. C. LINTHICUM—"Bugs" Baltimore, Md. C. A. MAGRUDER—"Cotton" Annapolis, Md. F. E. MASON—"Fats" Easton, Md. H. G. McDERMONT—"Mac" Twin Falls, Idaho. A. B. MCELDERRY—"Mac" Annapolis, Md. G. E. McNuiT—"Nutty" Berkley, Md. F. C. MELLON—"Dutchman" Easton, Md. L. McCoRMiCK—"Mic" Annapolis, Md. C. L. MORGAN—"Rummy" Frostburg, Md. C. F. PHILLIPS—"Dick" Cambridge, Md. W. A. RUHL—"Dutch" Baltimore, Md. G. W. SCHULTZ—"Schlitz" Annapolis, Md. J. A. STEVENS—"Steve" East New Market, Md. G. W. TODD—"Uncle" Salisbury, Md. C. F. WEDDERBURN—"Hook" Washington, D. C. R. S. G. WELSH—"Robbie" Annapolis, Md. J.N.WiLSON—"Jack" Tilghman's, Md. W. R. WOODWARD—"Woodie" Annapolis, Md. 89 �Freshman Class History It was a hot day that seventeenth of September, 1909—the day the members of the Class of 1913 first came upon the shady campus of old St. John's and entered the ivy-covered walls of Pinkney. As was quite natural, some of us felt quite lonely and homesick being away from home for the first time and not knowing a fellow here. But this soon wore off and the next day when we were invited down to Room 10 by our friends the Sophomores we went, but for the most part we were a scared lot of fellows, although we had no cause for our fright, just then anyway. We were simply told the few rules and then dismissed. The worst was yet to come! On Saturday morning at i a.m. we were notified very softly to get down to the gynasium and "be d n quick about it." In the course of about fifteen minutes there were thirtynine Freshmen lined up in the gymnasium "finning out." Then one by one we did our stunts: such as singing one of Cicero's orations to a popular air, rooting in a bowl of flour for an imaginary penny, making love to a broomstick and to cap the climax, getting a few slats from a broad board. We were then ordered to get out and to bed "pretty quick." This being over, we began to get a little of the St. John's spirit into us. At our first class meeting we found that we had a bunch of mighty good men and one of the largest classes that ever entered the college. At this meeting Mr. John Nicodemus Wilson was unanimously elected president and so far he has most successfully piloted us over our roughest year at college. The week after college opened, a call for football candidates was made and our class responded nobly. "Dutch" Mellon and "Don" Brown won fame for themselves by making the Varsity eleven. The former played a fine game while Brown played a fine game wherever he 90 �was put and did all the punting. Then there was " Little Dutch" Rtihl, first sub-quarter and half-back, who plays in many of the games. Others in our class, who were not quite experienced enough to make the Varsity, but did good work on the scrub eleven, were Daley, Hutchinson, Brittain, Woodward, Welsh and Todd. Immediately after the close of the football season there was an inter-class field and track meet. Here as elsewhere we did not lack good men. Woodward did well in the mile run, Brittain and Rtihl W. in the quarter, and Wilson J., in pole vaulting and high jumping. In this meet, the Freshmen won third place, coming in ahead of the Sophomores; and we hope to do better in the next meets. When basketball season came around, it was again found that we were not wanting in representatives. Mellon and Wilson J., both made the first team, and Ruhl W. and Welsh were close subs., both of them playing in a number of first team games. McDermont also showed good form and would undoubtedly have made the team, if he had not been unavoidably detained at home most of the season. We elected Wilson to captain the class team this season and he challenged all the classes to games but for different reasons we could not get any games with them. Although I have taken up a great deal of space in narrating our honors in athletics, they are by no means as important as the academic work done by our class. Among the best in the academic line are Magruder and Jacobs. These two have led the class throughout the year and were exempt from all examinations the first term. Then there are McCormick, Fell, Schultz, Joyce, Campbell, Andrew, Mason, Fitzgerald, Riihl W. and Brattan, who were very high in their studies and had to take only a few exams. We also have a few society men, such as Hutchinson, Wedderburn, Daley, Williams G.F., and Brittain. Besides their "fussing" qualities, these fellows also think they can sing, and most any time of the day you can hear their melodious voices blended together in "Under the Shade of the Old Apple Tree," or something of the sort. Now as the year is drawing to a close we have baseball in sight, and in this branch of athletics we expect to do wonders, for we have some men with mighty big "reps." If they only live up to them—and I am sure they will— we will not only have three or four men on the Varsity nine, but we will be able to beat every class in college. Among our prospective players are: Mellon, Stevens, Wilson J., Todd, Brittain, Hutchinson, Gering and Morgan. �PREPARATORY SCHOOL �Preparatory School Roll of Students First Class BASIL BENESCH CECIL FLEMING GLADDEN, A. HARRISON HOOD KENDRICK MARTIN MELLON MILBOURNE MORGAN ROBIE ROBINSON STEELE MELVILLE MYERS PARLETT PEACE PETIT READING REINBERG STEVENS TARAFA VAN KIRK WILLIAMS, D.B. WOODCOCK WOTH WOLKOWSKY YOUNG ZAMOISKI Second Class ALGER, M. BRESEE CLAUDE CONGER COOMBER COTTINGHAM DAWES DOBAL DOWNES FAUBLE FIELDS FOWLER GAMBRILL, R. GAMBRILL,W. GILLESPIE GRISCOM HANWELL HOGAN HYDE JOHNSTON KELLEY KING KIMBERLY MARER �?--,.v..,~J,.-«r.>^,.^^^P^^*wc:,T" -""- v^- •r �Philokalian Society ALGER GERING, G. BAILEY MAGRUDER HASLUP BLADES McCORMICK HAUVER BOWLUS MICHAELSON HEINE BRATTAN McNun PARRAN HOPKINS, R. S. BROWN HOPKINS, S. D. CAMPBELL PAYNE JACOBS DAVIS J. F. PlNKERTON JOHNSON, C. L. DICKINSON KOLMER DRYDEN KOONTZ FELL LENTZ FITZGERALD MORRIS GAILEY MATTHEWS 95 RlGGIN ROBERTS RtJHL RYDER WARRENPELTZ WHITE �PHILOKALIAN SOCIETY ��Philomathean Society ADAMS R. K. HUTSON, H. P. ANDERSON W. P. BROADRUP STANLEY TODD HOLMAN VANSANT KOENIG MILLER CATLIN WlNSLOW Moss DRAKE GLADDEN, C. T. HARTLE HOILJES WILLIAMS, A. E. WILSON, K. E MUDD MTJLLIKIN STALEY STANLEY, C. H. 97 WOODCOCK ZOUCK �PHILOMATHEAN SOCIETY ��Phi Sigma Kappa Sigma Chapter (Instituted May 16, 1903) Roll HARRY RUHL CHARLES STANLEY, LEWIS FULLER PARSLEY WILLIAM STANLEY THOMAS PARRAN, JR. JACK MASON HUNDLEY A. PATTERSON PENDLETON JOHN ARTHUR BRASHEARS GEORGE HENRY DAVIS GEORGE LEIPER WINSLOW HERMAN GALLEY AUGUSTUS BRADFORD MCELDERRY FREDERIC NETTLETON INSINGER Pledged Members IRA E. RYDER GLENN F. WILLIAMS Fratres in Facilitate • THOMAS FELL, Ph.D., LL.D BYRON VERNON CECIL, M.A. Ph.D. AMOS WALTER WOODCOCK, M.A., B.A. Fratres in Urbe JOHN GREEN EUGENE IGI.EHART WALTER MONROE 99 ARTHUR DETHALMA VALK SAMUEL RUSSELL DEETS �PHI SIGMA KAPPA ��Young Men's Christian Association Officers for 1910-'11 L. C. BAILEY, 'ii K. E. WILSON, 'n President Vice-President I. E. RYDER, '12 W. LENTZ, '12 Secretary Treasurer Advisory Board DR. B. McGLONE DR. THOMAS FELL, Chairman PROF. A. W. W. WOODCOCK PROF. C. W. STRYKER PROF. J. B. RIPPERE Committees Membership K. E. WILSON/II Chairman W. LENTZ, '12 F. S. MATTHEWS, '12 I. E. RYDER, '12 J. P. JACOBS, '13 Bible Study L. C. BAILEY, 'u, Chairman E. B. ROBERTS, 'n S. R. WHITE, 'n G. L. WINSLOW, '12 W. LENTZ, '12 Mission Study S. P. BOULUS, 'n, Chairman H. GALLEY, '12 C. E. DRYDEN, '13 H. HOOD, Prep. Social T. PARRAN, 'n, Chairman L. C. BAILEY, 'u R. D. BROADRUP, '12 W. S. FITZGERALD, '13 A. E. WILLIAMS, '12, Chairman Music H. GAILEY, '12 H. R. HOLLJES, 'n C. E. DRYDEN, '13 �The Y. M. C. A. There is no organization that holds a more important place in the life of the college man of today than the Young Men's Christian Association. As each year goes by it finds our association stronger than the preceding one, and the tie of sincere friendship, with which it binds together its members, becomes tighter and firmer. The Association exerts a most powerful influence for good here at St. John's, and is an important factor in the life of every student. When the student comes from amidst the safeguards of home and takes up his life at college—a position in which he is thrown to a great extent upon his own resources both moral and intellectual—it is necessary that there be some agency to which be can look for sympathy and comfort and which can also be in touch with his everyday cares and perplexities. The Faculty of a college, however vigilant and careful it may be, can never touch the daily life of the students, nor is it able to know the inner workings of a man's heart, as are his fellow students and classmates. Here is where the Y. M. C. A. just steps in and manifests its power. It is composed of and ruled absolutely by the student body, for it is truly the organization of the students, for the students, and by the students, with Jesus Christ as their Leader. Our Association this year was probably the largest in its history, having a greater number of active members, and on its roll almost every other student as an associate member. Every man showed the keenest interest and always held himself ready to promote the welfare. The work of the past year was most gratifying. The Association made itself felt in every phase of our college life where there was a tendency to do wrong, and by its gentle warnings, sincere advice and readiness ever to extend a helping hand, exerted a profound influence for good. Meetings were held, as far as possible every Sunday �national committees aid us in our work by their helpful and practicable suggestions, and by sending their secretaries on frequent visits. We sent delegates to all the State conventions, and last year one to Northfield. It is our sincere prayer that the association and its work will, as the years roll on, increase and spread more far-reaching in its helpful influence and accomplish more and more for good here at Old St. John's. We all realize that it is our Y. M. C. A. that can help us in our Bible study, can help us to work through our doubts and to the attainment of firm standing ground, from which we learn that the very meaning of education is a higher adjustment of the truth; whilst our class association with comrades, who stand for what is honest and true and of good report, enables us to understand more clearly the mystery of that close communion with the Unseen Father whose heart has been revealed to us in Christ Jesus. evening, at which the members were addressed by some local minister, member of the faculty, or International secretary. Each year it publishes a hand book for the benefit of the new students in which it endeavors to give hints and advice that may be of value and aid to him throughout the early part of his college career. The book this year was unexcelled by any that preceded, and is classed with the best published by any college or university hi the country. Also, for the sole benefit of the new men, a reception committee was organized among the upper classmen which met them at their trains, showed them around the college and held itself ever ready to aid in straightening out early school-day difficulties. Our Association is a branch of the International organization. Its members are everwhere recognized, and one of our membership cards entitles the holder to all privileges in every association in the country. The Inter- 103 �Roll of Y. M. C. A. FITZGERALD ADAMS, R. K. FLEMING ANDERSON, W. P. KING GAMBRILL, R. BAILEY GERING, G. BRATTAN BRISCOE HANWELL BROWN CAMPBELL COTTINGHAM CRANE ROBERTS RYDER MlLBOURNE TODD PARSLEY KlMBERLY GAMBRILL, W. BRESEE McNun JOHNSTON KOLMER LENTZ VAN KIRK PARRAN PAYNE LOWENSTEIN HOGAN LUYSTER PEACE MATTHEWS HUTCHINSON JACOBS McDERMONT 104 WILLIAMS, G. F. PlNKERTON MASON HOLMAN WILLIAMS, A. E. READING REINBERG RIGGIN WILLIAMS, D. WHITE WILSON, K. E YOUNG ��GLEE CLUB �: MANDOLIN CLUB �Cotillon Club EDGAR R. HAUVER HARRY RUHL President V'ice-President THOMAS B. R. MUDD RUSSELL P. HARTLE Secretary Treasurer Hop Committee HARRY RUHL, '10 THOMAS B. R. MUDD,'10 RUSSELL P. HARTLE/IO EDGAR R. HAUVER, '10, Chairman HARRY E. WILSON, '10 ROBERT G. Moss,'n CLIFFORD L. JOHNSON, 'n ROLAND VANSANT, 'n A. PATTERSON PENDLETON,'12 FREDERIC N. INSINGER, '12 Series of Hops December 3,1909 December 17,1909 January 7, 1910 January 21,1910 108 April i, 1910 April 15,1910 May 6,1910 May 20,1910 ��Members ADAMS, R. K. ADAMS, E. F. ALLEN ANDERSON, W. P. BAILEY BLADES BRASHEARS BRATTAN BBISCOE CARVER CAREY CATLIN COHEN COOK DALEY DEAN DICKINSON DRAKE FITZGERALD GALLEY GERING GROVE HARRIS HARTLE HAUVER HAYES HEINE HOLLJES HUNDLEY HUTSON INSINGER JOHNSON, C. L. KOLMER KOENIG LENTZ LINTHICUM MARSH MATTHEWS MC£LDERY Moss MUDD MULLIKIN PARRAN PARSLEY log PAYNE PENDLETON RTIHL RULLMAN STANLEY, C, H. STANLEY, W. TERRY VANSANT WARRENFELTZ WILSON, H. E. WILSON, K. E. WILLIAMS, A. E. WINSLOW ZOUCK ��•BHBBMlii*'* HI'*-'•-'*" CADET MAJOR HARRY RUHL �ilitary Department Command-ant of Cadets LIEUT. R. E. FISHER ist. Lieutenant, i4th Cavalry U. S. A. Commissioned Staff CADET MAJOR C. H. RUHL CADET CAPTAIN T. B. R. MUDD CADET QUARTERMASTER L. E. KOLMER CADET COMMISSARY C. H. STANLEY CADET LIEUTENANT G. E. RULLMAN CADET LIEUTENANT J. D. CAREY CADET LIEUTENANT C. F. BROWN CADET LIEUTENENT C. A. MULLIKIN CADET LIEUTENANT H. TAYLOR ". Major Adjutant Quartermaster Commissary Ordnance Department Ordnance Department Ordnance Department Ordnance Department Chief of Signal Corps Non-Commissioned Staff CADET SERGEANT-MAJOR C. DEAN Sergeant Major Color Sergeants CADET L. COOK CADET R. E. GROVE National Colors College Colors �, m BATTALION DRILL �STAFF OFFICERS �Im i i j LINE OFFICERS �• . . * ™ ? > . < ' , * FULL DRESS PARADE �Roll of "A" Company Captain R. P.HARTLE Lieutenants J. F. LUTZ (ist) P. G. ZOUCK (2nd) Sergeants H. F. WARRENFELTZ (and additional) J. E. MARSH L. C. BAILEY (Co. Q. M.) C. G. HASLUP H. L. JOHNSON Corporals E. B. ROBERTS C. T. GLADDEN J. F. DAVIS W. L. KOONTZ J. A. BRASHEARS R. BROADUP Musicians JOHNSTON KELLY Privates POLLOCK McELDERRY HOOD ALGER, M. DAVIS, G. H. READING McNuTT HOPKINS, R.S. ANDREWS DAWES REINBERG MlCHAELSON HUTCHINS BRATTAN FAUBLE RYDER MILLER HUTCHINSON BRISCOE FELL STEELE MORRIS LENTZ BROADWATER FINKBINE WELCH MYERS LlNTHICUM CATLIN FITZGERALD WOODCOCK PARLETT LUYSTER CECIL HANWELL WOODWARD PHILLIPS McDERMONT CRANE HOGAN ZAYAS "7 L. F. PARSLEY (ist) �CALISTHENICS EXERCISE GUARD TENT RIFLE DRILL ON THE FIRING LINE �Roll of "B" Company Captain H. E. WILSON Lieutenants E. HATJVER (ist) D. M. COHEN (and) R. M. HEINE (and. additional) Sergeants W. S. BLADES (ist) R. K. ADAMS (Co. Q. M.) K. E. WILSON C. L. DICKINSON R. G. Moss Corporals C. L. JOHNSON R. VANSANT WM. STANLEY T. PARRAN, JR. T. MATTHEWS S. C. DRAKE A. E. WILLIAMS Musicians KlMBERLY LOWENSTEIN Privates ALGER, P. DRYDEN JACOBS MASON STARLINGS ANDERSON, J. A. FLEMING JONES, E. A. MARCER STEVENS ANDERSON, W. GERING, G. JONES, W. MELLON TARAFA BASIL GLADDEN, A. A. JOYCE MILBOURNE TODD CARVER GRISCOM KING PAYNE WHEELER CLAUDE HARRISON KLINEFELTER RIGGIN WILLIAMS, D, B. COOMBER HOPKINS, S. D. McCoRMicK ROBIE WILSON, J. COTTINGHAM HUNDLEY McGRUDER RtJHL WlNSLOW DOWNS HYDE MARTIN SCHULTZ WALKOWSKY "9 �dNVH 3HX �The Band Instructor PROF. SIMMS (Naval Academy Band) CADET CAPTAIN HOWARD P. HUTSON FIRST LIEUTENANT J. F. KOENIG FIRST LIEUTENANT L. ALLEN SECOND LIEUTENANT J. P. PINKERTON DRUM MAJOR NATHANIEL TERRY FIRST SERGEANT HOLLJES SECOND SERGEANT BOWLUS FIRST CORPORAL INSINGER SECOND CORPORAL GAILEY THIRD CORPORAL HARRIS Bass Cornet .Bass Drum Cornet Baton Baritone Trombone Cornet Clarinet Bass Privates ADAMS, E. F BRITTAIN CAMPBELL CONGER HOLMAN Cornet Trombone Snare Drum Snare Drum Cornet MORGAN PETIT STALEY STEELE WEDDERBURN. Alto Cornet Alto Cymbals Alto �Signal Corps CADET LIEUTENANT H. D. TAYLOR CADET SERGEANT S. R. WHITE, JR CADET CORPORAL A. P. PENDLETON Chief of Signal Corps Sergeant of Signal Corps Corporal of Signal Corps Privates BENESCH BRESEE FIELDS FOWLER GAMBRILL, R. GAMBRILL, W. GILLESPIE LOWENSTEIN PEACE ROBINSON 122 VAN KIRK WOTH YOUNG ZAMOISKI �Camp "Iglehart" REAR CAMPUS Long before June arrived, rumors were abroad that our annual encampment would be on the rear campus. In due time, these reports were verified, and it became known for a certainty that Tolchester would not see us that year. Several reasons were given for this action, but the main one was that, as a great number of Alumni would be back at Old St. John's at this time, it was only proper that the students should be present to welcome them. In the afternoon of June the eighth at two o'clock, the Battalion was assembled on the rear campus. The command, "pitch tents," was followed by a great bustle, and Camp Iglehart soon sprang up. The camp, facing toward King George Street, was seventy-five yards in the rear of the new gymnasium. There were four lines of tents, members of the Band occupying the first two tents in each line. " A " men had their quarters in the remaining tents of the first two rows, while "B" Company occupied the two lines in the rear of these. On the right wing of these four lines, were the two large guard tents, while on the left were the officers' quarters. The Major's tent was on the left of the officers' tents, occupying a very favorable spot under several trees. The work of the day began at six o'clock when reveille aroused the cadets from their slumbers. "Lindy" Allen performed so effectively upon his big bass drum, that all were awakened, only the lazy ones missing reveille formation. Until breakfast, which was at seven, the fellows busied themselves in performing their morning ablutions. After breakfast the tents were rolled and put in order for fatigue inspection. At ten came the first drill of the day, lasting for an hour. Dinner at one o'clock was �FAMILIAR SCENSE IN CAMP �followed almost immediately by guard mounting. All those not detailed for duty or detained in camp were at liberty to do as they pleased until 6 o'clock, when there was a dress parade. A large crowd of spectators usually viewed these and were very generous with the applause. Supper was at seven; and "taps" at ten-thirty ended the day's work. Commencement Week and camp were in progress at the same time, and consequently it was a very busy period for all, a dance being given nearly every night. The cadets found it very difficult matter to dress for these dances and other social functions in such close quarters as the tents afforded. The weather was very inclement and many a fellow could be heard blessing (?) it, as he sank knee-deep in the mud, thus decorating a clean pair of white "ducks" which he had intended to wear to a dance. General Bell of Washington, visited us while we were in camp; and in a speech which he delivered to the battalion and a large body of the alumni visitors he said that he was very much pleased with the fine showing which St. John's always made in both the military and the scholastic work. While in camp, the appointments for the following year were announced, and the ranking Senior officers addressed a few words of farewell to the battalion and companies. They commended them for their fine work of the year, which had enabled them to rank St. John's among the ten leading military schools of the country. Never, until the time for farewell arrived, had the fellows realized so fully how much they loved their Major and Captain. On the night of the Farewell Ball, the camp was decorated with Japanese lanterns, and at the proper time these were lighted, showing the camp off to its best advantage. All the old customs of camp were indulged in. Blanket tossing, as always, was the favorite sport; and as several of the smaller "Preps" could be sent high up, it was generally they who were placed in the blanket. "Long John" complained that his tent was so small that he had to sleep with his feet hanging out, as there was not room inside. One morning he said that he was awakened by a "buzzard's roost (ing)" on them. The week was soon over, however, and on the afternoon of June the sixteenth, at two o'clock, camp was broken. After the tents and other equipment had been stowed away, preparations for going home began, and in a few hours nearly all the students had departed, ready to enjoy their summer vacation. �VB HHXi " •* • : •£ V BLANKET TOSSING ��Athletic Association Reception Committee R. P. MELVIN, '99 Alumnus H. E. WILSON, '10 PROF. B. V. CECIL, '90 President of Association Faculty Officers for 1909-1910 H. E. WILSON, '10 C. L. JOHNSON, 'i i President Vice President S. R. WHITE, 'u R. K. ADAMS, 'ii Football Team, 1909 E. HAUVER, '10 T. B. R. MUDD, '10.. Secretary Treasurer Captain Manager R. W. YEWELL, 'n Assistant Manager Baseball Team, 1 9 1 0 R. P. HARTLE, '10 H. E. WILSON, '10 Manager Captain K. E. WILSON, 'n 128 Assistant Manager �Basketball Team, 1910 R. E. GROVE, '10. Captain C. L. JOHNSON, 'n C. H. RUHL, '10 Assistant Manager . Managet Track Team, 1910 C. H. RUHL, '10 Captain and Manager Tennis Team, 1910 D. M. COHEN, '10 Captain P. G. Zouck, '10 . Manager Football Team, 1910 C. L. JOHNSON, 'n Captain G. L. WINSLOW, '12 R. K. ADAMS, 'n Assistant Manager 129 . Manager �Athletics more and more how important athletic activity is in developing students. With the rise and growth of this attitude toward athletics, naturally colleges began to engage more and more freely in athletics. The early athletics of St. John's, to which institution the further development of athletics in this discussion will be confined, embraced some of the most popular sports of today. Baseball, football and track, were the principal lines along which athletic activities took place. In addition to these there was at one time a crew, but for some reason aquatics have been discontinued. Others have recently been added, such as tennis and basketball, and bid fair to become important parts of College athletics. In this connection is must be not forgotten that the new gymnasium offers opportunity for the development of many branches of athletics. Wrestling, boxing, and fencing might easily and readily be admitted into the curriculum of athletics, and with other kinds of gymnasium work be put under one head, and a good gymnasium team could be gotten up. In closing we wish to urge upon all the importance of athletics, well shown by the phrase: "Mens sana in corpore sano," an ideal which should be every man's highest ambition. Any lengthy discussion pertaining to St. John's College is incomplete without some mention of this very important branch of college activity. Doubtless there has always been some form of Athletics indulged in ever since the founding of the school, even if it was not systematic and was unorganized. It has been during the period after the Civil War that athletics became systematic and organized and began to play an important part in college activities. At first students, not only here but at other colleges as well, were not encouraged by the college authorities to engage in athletics, and were even discouraged and sometimes prohibited from activities along this line. We find it difficult to understand how such should have been the case but we must remember that in those days athletics were not considered necessary to the development of a student mentally or morally but on the contrary was supposed to retard, very materially the academic progress of students. Of course all knew then as now that athletics would develop the body, but they did not consider the development of the body essential to successful mental activity. For the past few decades, however, students, college authorities and people generally have been realizing 130 ��FOOTBALL TEAM �FOOTBALL SQUAD �Football Team, 1909 T. B. R. MUDD, '10, Manager F. C. MELLON, '13 E. HAUVER, '10 S. R. WHITE, JR, 'u W. S. BLADES, '10 H. P. HUTSON, '10 H. E. WILSON, '10 C. L. JOHNSON, 'ii J. BOSLEY, '10 H. RtiHL, '10 R. E. GROVE, '10 F. MELVILLE, '13 Right End Right Tackle Right Guard Centre Left Guard Left Tackle Left End Quarterback Right Halfback Left Halfback Fullback Substitutes R. P. HARTLE '10, Guard, D. BROWN, '13, End and Fullback. W. RUHL, '13, Quarter back. Football Scores St. John's St. John's St. John's St. John's St. John's St. John's St. John's St. John's St. John's 35 6 o 92 48 6 69 o o Rock Hill U. S. Naval Academy University of Virginia Eastern College Gallauclet College Virginia Military Institute Mt. St. Joseph's College John Hopkins University Pennsylvania Military College 134 o 16 12 o o o o 18 6 �Football in 1909 ROCK HILL COLLEGE, o; ST. JOHN'S, 35 St. John's opened the 1909 football season at Annapolis, by defeating Rock Hill College, of Ellicott City, Md. The game was rather one-sided, but long end runs and sensational plays made it interesting. Aside from considerable fumbling, which was probably to be expected on account of lack of practice, the team showed good form. After the first four minutes of play Capt. Hauver carried the ball over on a tackle play for the first touchdown. This was followed by one by Ruhl and before the half ended Mellon scored after catching a long forward pass. In the second half Grove distinguished himself by making three touchdowns, one of them after a run of seventy yards. For St. John's, the work of Grove, Ruhl, Hauver and Mellon was nost noticeable, while for Rock Hill, Dunn and Francis played a strong game. NAVY 16; ST. JOHN'S, 6. CAPTAIN HAUVER We lost to the Naval Academy on the Navy gridiron by the score of 16 to 6, but considering the great odds of weight the team had to play against, they made a good showing. At the beginning of the first half we carried the ball to the Navy's five yard line, but were here ��held for downs, and they punted out of danger. The ball then see-sawed between the goals, until near the end of the half, Clay, the Navy halfback, was pushed over our line for a touchdown. In the second half, by straight line rushing, Navy made another touchdown. Soon after this, getting the ball in midfield, by a series of end runs we carried the ball to the Navy's fifteen yard line, and Johnson, who was laying far across the field caught a long forward pass from Bosely, and crossed the line for a touchdown, the first we had scored on the Navy for six years. The score was now eleven to six, but two minutes before the half closed, the Navy scored again by line plunging. For St. John's Grove, Riihl, Johnson and Melville played best, while Dalton and Richardson excelled for the Sailors. fensive work. As this game was played only three days after the Navy game, in which several of our men were injured it is reasonable to believe that had we been in good condition, we might have made a better showing. EASTERN COLLEGE, o; ST. JOHN'S, 92. In an extremely one-sided contest on our home gridiron, St. John's defeated Eastern College, of Manassas, Va.,thescore beingg2 to o. Afterthe first minute of play it was only a question of how large the score would beGrove distinguished himself by scoring seven of the six. teen touchdowns, and also by a hundred yard run for a touchdown from the kickoff. Brown also made a similar run. Forty-eight points were scored in the first half. In the second half, almost the entire second team replaced the first, and in this half forty-four points were scored. Bosely and Ruhl played well for St. John's, while Sparrow excelled for Eastern, but was without support by his teammates. VIRGINIA, 12; ST. JOHN'S, o. After a tiresome trip to Charlottesville, Va., we were defeated by the University of Virginia, in a hard fought game, by the score of 12 to o. Our style of play was open throughout the game. Virginia tried the same tactics at first, but finding they did not gain ground, resorted to line plunging by which, owing to their great advantage of weight, our light line soon weakened, and the Virginians scored two touchdowns, one in each half. For St. John's, Grove excelled in offensive play, while Bosley, Brown and Johnson played a fine defensive game. For Virginia, Staunton was the star, in both offensive and de- GALLAUDET, o; ST. JOHN'S, 48. St. John's defeated Gallaudet at Washington, D. C., in a one sided game, by the score of 48 to o, The game was played in a drizzling rain, making it disagreeable for players and spectators alike. The style of play was usually end runs until near the goal, and then tackle and fullback plays. At no time was our goal in danger. Bosely being 13? �and which was canceled. The visitors gained considerable ground on forward pass plays, but apart from this, their offense was weak, and the same can be said of their defensive game. Most of our gains were made by end and tackle plays, with a little line plunging. Hauver played a great game at tackle, and in the second half took Melville's place at fullback, where his work was splendid. Bosley scored two difficult field goals besides kicking goal after each touchdown. out of the game, Riihl played quarter until he injured his ankle in the second half, when he was replaced by Johnson H. Hauver, Grove and Melville played well for St. John's while Battiste, the fast Indian end excelled for Gallaudet. VIRGINIA MILITARY INSTITUTE, o; ST. JOHN'S, 6. In an exciting and hard-fought gridiron battle, St. Johns defeated Virginia Military Institute, by the score of 6 to o. Our touchdown was made in the latter part of the second half. In the first half we played mostly on the defensive, during which time V. M. I. nearly crossed our goal. In the second half, after a period of fierce play in which every inch of ground gained was hotly contested, Melville was pushed over for the only touchdown of the game. Bosley kicked goal. After this the ball was kept in midfield until half ended. The game was witnessed by a large crowd of spectators, among whom the excitement was great. For St. John's, Blades, Hauver, Grove and Melville played a fine game. HOPKINS, 18; ST JOHN'S, o. In our game with our old rival, Johns Hopkins University, we went down to defeat by the score of 18 to o. We had been confidently looking forward to victory, and the result was a bitter disappointment to us. Everything seemed to go wrong from the time the first whistle blew. Individually the team put up some good playing, but team work was lacking, and we were apparently hoodooed. We were outweighed considerably, and this gave Hopkins a decided advantage in line-plunging, which was a large factor in the game. Hopkins scored a touchdown and a field goal in each half, while we never seriously endangered their goal line. In the line, Hauver played a star game while Grove, Riihl and Melville, in the backfield, did excellent work. It is reasonable to think that our team, which had played the Navy almost to a standstill, and held Virginia to twelve points, with ordinary MOUNT ST. JOSEPH'S, o; ST. JOHN'S, 69. In a one-sided contest at Annapolis, we defeated Mount St. Joseph's College, the score being 69 to o. This game was arranged on short notice to take the place of the game scheduled with University of Maryland, 138 �luck, would have put up a much better game. As it is, there is nothing left for us but to look forward to next year and revenge. game, and were in poor condition. As it was, we gained more yards than the locals, and their touchdown was scored after a fumbled punt gave them the ball on our five-yard line. Aside from this we outplayed them, making a touchdown in the second half which was called back. Their defensive game was strong, their heavy line withstanding the attack of our light backfield. Grove, Rlihl, Melville and Hauver played a fine game, the latter being especially prominent in his aggressive work in the line. PENNSYLVANIA MILITARY COLLEGE, 6; ST. JOHN'S, o We closed the season on Thanksgiving Day in a hard fought game with Pennsylvania Military College at Chester, Pa., the contest resulting in a 6 to o defeat for us. Our players had broken training after the Hopkins 139 �CAPTAINS AND MANAGERS OF TEAMS. ��Baseball Team, 1909 R. E. JONES, '09, Manager R. E. GROVE, '10 H. McAuiNE, '09 F. MELVILLE, '13 H. E. WILSON, '10 C. DEAN, '10 H. RUHL, '10 E. CREW, '12 E. HAUVER, '10 J. BOSLEY, '09 J. A. STEVENS. '13 First Base Second Base Short S'op Third Base Right Field Left Field Centre Field Catcher Pitcher Pitcher Substitutes C. T. JOHNSON, '09 J. WILSON, 13 Baseball Schedule, 1909 March 24—U. S. Naval Academy, Annapolis, Md. 30—University of Maryland, Annapolis, Md. April 3—Catholic University, Annapolis, Md. 6—University of Virginia, Charlottesville, Va. 7—Washington and Lee University, Lexington, Va. 8—Virginia Military Institute, Lexington, Va. 9—Va. Polytechnic Institute, Blacksburg, Va. 10—Winston-Salem (W. and S. C. League) W. S., April 21—University of Maryland, Baltimore, Md. 24—Rock Hill College, Annapolis, Md. 30—A. and M. College of N. C., Annapolis, Md. May i—Gallaudet College, Washington, D. C. 5—U. S. Naval Academy, Annapolis, Md. 8—Catholic University, Annapolis, Md. 13—U. S. Naval Academy, Annapolis, Md. 15—Johns Hopkins University, Annapolis, Md. 22—Georgetown University, Georgetown, D. C. 22—Md. Agricultural College, College Park, Md. 26—Franklin and Marshall College, Lancaster, Pa. N. C. 12—Davidson College, Charlotte, N. C. 13—University of N. C., Charlotte, N. C. 14—Trinity College, Durham, N. C. 142 �tm | •! BASEBALL TEAM 1910 �Base Ball in 1909 NAVY, 5; ST. JOHN'S, 7. in the box for the visitors, allowed six hits in the first two innings, and these enabled us to score our four runs. After this, however, he steadied down, and there was no more scoring on either side. Stevens, who did the twirling for St. John's was in fine form and allowed only two hits. For St. John's, Bosley, Melville and Crew played well, while Shortell and Israel excelled for the visitors. St. John's opened the season by defeating the United States Naval Academy on the Navy diamond in an exciting contest, the score being 7 to 5. Bosley, who was in the box for St. John's, pitched a masterly game and kept the hits well scattered. Lanphier, the Navy twirler, pitched a good game, but was touched up for hits at critical moments. The fielding of both teams was sharp and snappy, showing good form for so early in the season. The feature of the game was Bosley's great work in tight places. At one time, with three men on bases, and none out he retired the next three batsmen on strikes. CATHOLIC UNIVERSITY, 4; ST. JOHN'S, 9. St. John's won from Catholic University of Washington in a good game on the home grounds by the score of 9 to 4. The game was close until the fifth inning, the score standing 4 to 4, when H. Wilson's home run with three men on bases, gave us a lead which the visitors were unable to break. In fielding the teams were about equally matched, and the victory was gained by superior UNIVERSITY or MARYLAND, o; ST. JOHN'S, 4. St. John's defeated University of Maryland at Annapolis in a fast and well played game. Anderson, who was 144 �batting. Hauver, who was in the box for St. John's, pitched good ball until the sixth inning, when he was relieved by Capt. Bosley. The latter was also in good form and prevented the visitors from scoring again. THE SOUTHERN TRIP On April 5, the team, with manager Jones in charge, left Annapolis for the ten-day trip through Virginia and North Carolina, where we had games scheduled with a number of the strongest teams in the South. VIRGINIA, 5; ST. JOHN'S, i. Our first game on the trip was with University of Virginia, to whom we lost by the score of 5 to i. The locals scored two runs in the first inning, and kept the lead throughout the game, adding another run each in the fourth, sixth and eighth innings. Our only run was on third base, scored on Crew's hit to left field. Virginia did not greatly outplay us at any stage of the game, but hits at opportune times, coupled with a few costly errors on our part, gave them the victory. WASHINGTON AND LEE, 3; ST. JOHN'S, i. St. John's lost to Washington and Lee University, Lexington, Va., in a closely contested game, by the score of 3 to i. The score stood i to i until the seventh inning, when Herring, of the locals, by a long hit brought in two runs, which decided the game. Bosley, who was on the slab for us, pitched a great game, while Melville and Crew both played in fine form. The game was fast and snappy and hard fought throughout. VIRGINIA MILITARY INSTITUTE, o; ST. JOHN'S, 2. St. John's scored the first victory of the trip, against Virginia Military Institute, at Lexington, Va. Despite the poor condition of the field, the game was fast and snappy. Stevens pitched gilt-edge ball, stiking out ten men, and allowing only two hits. There was no scoring until the seventh inning, when Stevens after reaching first on a hit, and stealing second and third, scored on Grove's hit to center field. Grove scored on Bosleys' two-bagger to left field, and with this score the game ended. The feature of the game was Riihl's running catch of a ball in left field which looked good for a homer. VIRGINIA POLYTECHNIC INSTITUTE, 7; ST. JOHN'S, 9. Our next game was with Virginia Polytechnic Institute, at Blacksburg, Va., and in this we were also victorious, the score being 9 to 7. Both teams played loosely at times, due probably to the extremely cold day. The game was exciting. V. P. I. had the lead until the fifth �inning when we evened up the score, and in the seventh obtained the lead, which we were able to hold. Hauver and Bosley, in the box for St. John's, were in good form, while Hodgson, the local twirler, also pitched a good game. WINSTON-SALEM, 7; ST. JOHN'S, 2. Our winning streak was broken at Winston-Salem, N. C., where we were defeated by the Winston-Salem team, by the score of 7 to 2. Our players were in poor condition, being much fatigued from travel. The game was ragged, and without interest. Bosley pitched a creditable game, but our inability to secure hits in tight places cost us the game. In the first inning Winston-Salem took the lead, which we never endangered. The feature of the game was the batting of the locals, who showed great form in placing hits. DAVIDSON, o; ST. JOHN'S, 8. After a Sunday's rest the team redeemed itself by defeating Davidson College, at Charlotte, N. C., by the score 8 to o. Stevens, who was in the box for St. John's pitched in excellent style, and had the locals always at his mercy. We excelled at batting, hitting at opportune times. The fielding of our team was also of gilt-edge order. The batting feature of the game was a long home run hit in left field, by Grove of St. John's. UNIVERSITY or NORTH CAROLINA, 6; St. JOHN'S, 4. In a closely con tested game we lost to the University of North Carolina at Charlotte, evenly matched, each making the same number of hits, but the Tarheels won by hitting at critical stages of the game. Bosley, who started on the slab for us, was not in his best form, and was relieved in the fifth inning by Stevens, who pitched a steady game. The feature of the game was a running catch in, center field by Capt. Bosley. TRINITY COLLEGE, 7; ST. JOHN'S, i. In our last game of the Southern trip, we were outplayed by the strong team of Trinity College. Gantt, of the locals, who is known as one of the best twirlers in the South, pitched a masterly game, and our batters were unable to solve his delivery. Stevens began on the slab for us, and pitched an excellent game, until relieved in the sixth inning by Capt. Bosley, who was also in good form. The game was witnessed by a large crowd, and despite the fact that recent rains had rendered the field slippery, the play was fast and snappy. The score stood i to o in our favor until the sixth inning, when by bunched hits and a few costly errors on our part, the locals secured a lead which decided the game. UNIVERSITY or MARYLAND, 3; St. JOHN'S, 2. In our second game with University of Maryland, on a muddy field at Union League Park, Baltimore, we lost by �the score of 3 to 2. Despite the wet grounds the game was fast. Anderson, of the Marylanders, pitched in great fashion, as did Eosley, for St. John's, The score stood i to i until the eighth inning, when a batting rally netted the locals two runs. St. John's made one run in the ninth inning, but was unable to tie the score. this inning, by a batting rally we evened the score and gained a lead of two runs, making the score 6 to 4, with which score the game ended. Stevens, who started in the box, and Bosley who took his place in the sixth inning, were both in excellent form. The fielding feature of the game was Melville's one-handed catch of a high drive over second base. ROCK HILL COLLEGE, i; ST. JOHN'S, 2. GALLATJDET COLLEGE, 5; ST. JOHN'S. 19 In a hard-fought contest we won from Rock Hill at Annapolis, by the score of 2 to i. The game was very exciting. Rock Hill scored in the fifth inning, and St. John's evened up in the sixth. There was no more scoring until the ninth, when, with a runner on third and two out, Riihl knocked a high-fly to Benitz, the visitors' second baseman, who, on account of the sun in his eyes, was unable to catch it, and our winning run was scored. Bosley pitched a great game for eight innings, and was relieved in the ninth by Stevens, who finished the game in great style. N. C. A. AND M., 4; ST JOHN'S, 6. In an exciting game on our home diamond, St. John's defeated the Agricultural and Mechanical College of North Carolina. It was a game of intense interest, the visitors being in the lead until the seventh inning. In St. John's won easily from Gallaudet College, at Washington, D. C., in a listless game, the score being 19 to 5. Stevens started the game in the box, Bosley taking his place in the fifth inning, and Hauver relieving him in the eighth. The game was void of interest, the main feature being the batting of our team, in which Melville excelled, securing a total of five hits, including one home run and a three-bagger. NAVY, 3; ST. JOHN'S, i. In a ragged game at the Naval Academy grounds, we lost to the Navy by the score of 3 to i. Stevens, who started the game for St. John's on the slab, weakened in the second inning, and Bosley, who took his place, was not in his best form. In addition to this, our batters were unable to solve the left-hand delivery of Anderson, the Navy twirler, who pitched great ball throughout the game. �JOHNS HOPKINS, 2; ST. JOHN'S, 13. This game put us even in the number of games won, we each having one victory, and this caused us to look forward with great interest to the third and decisive game of the series. In a well-played game St. John's defeated Johns Hopkins University, at Annapolis, by the score of 13 to 2. Stevens was on the slab for us, and pitched a splendid game allowing only two hits. The feature of the game was the batting of our team, Melville and Capt. Bosley each having a home run to their credit, while Stevens helped win his own game by two clean hits. CATHOLIC UNIVERSITY, 2; ST. JOHN'S, 13. In a loosely played game we again defeated Catholic University, on our home grounds, the score being 13 to to 2. Both teams played poorly at times, and the game was listless. Our work with the stick was splendid, as we batted at will. For the visitors, Salb played a strong game, scoring both of their runs, and fielding his position well. Bosley, in the box for St. John's, pitched in good style and held his opponents to four hits. GEORGETOWN, 12; ST. JOHN'S, 5. St. John's lost to Georgetown University at Georgetown, D. C., in a game abounding in errors. Bosley, who was in the box for us, pitched a good game, but lack of support at critical moments cost us the game. It was one of those bad days which all teams have at times. In batting, St. John's equalled her opponent, but costly errors at the home plate, as well as the others in the diamond, were fatal to success. NAVY, 3; ST. JOHN'S, 2. In an exciting game on the Navy diamond we lost the third game of the series with the Navy, the score being 3 to 2. The game was one of intense interest, the score standing 2 to o in our favor up to the seventh inning, when, with a Navy runner on every base, a costly error at the home plate let in three runs, giving the Middies a lead which we were unable to break. Aside from this bad inning, the team showed fine form. Bosley pitched a great game. Anderson, the Navy southpaw, did excellent work on the slab, and was well supported by his team mates. M. A. C., 3; ST. JOHN'S, 12. St. John's defeated Maryland Agricultural College at College Park, by the score of 12 to 3. Capt. Bosley, who was once a student at M. A. C., did the twirling for St. John's. He was in excellent form, and had the farmers at his mercy throughout the game. Clean fielding on our part was a factor in the victory. We also excelled 148 �with the stick, making a total of fourteen hits. The feature of the game was a home run by Dean, who with a runner on second, made one of the longest hits ever seen on a Maryland diamond. 12 to 5 victory for us. The fielding was of gilt-edge order at all times, and our work with the stick was excellent. Stevens who did the twirling was in fine form and kept the hits well scattered. FRANKLIN AND MARSHALL, 5; ST. JOHN'S, 12. A feature of the game was the batting of Grove, a former student at Franklin and Mar- St. John's closed its season with Franklin and Marshall College, at Lancaster, Pa., the game resulting in a shall, he securing three hits, one of them a triple. 149 ��Basket Ball Team 1909-1910 C. H. RTJHL '10, Manager R. E. GROVE, '10, Captain F. C. MELLON, '13 H. L. JOHNSON, 'n C. H. RtiHL, '10 E. HAUVER, '10 Right Forward Left Forward Center Left Guard Right Guard Substitutes J. N. WILSON, R .S. WELCH. W. A. RUHI. Basket ball Schedule, IQOQ-IQIO December 18—Gallaudet College, Annapolis, Md. January 14—Baltimore Medical College, Baltimore, Md. 22—George Washington Univ., Annapolis, Md. 29—Loyola College, Annapolis, Md. February 4—Univ. of Virginia, Annapolis, Md. February 10—Catholic Univ., Annapolis, Md. 19—Baltimore Medical College, Annapolis, Md. 21—St. John's New York, Annapolis, Md. 22—United States Naval Academy, Annapolis. 26—Washington and Lee Univ., Annapolis, Md. �Basketball in 1909-1910 GALLAUDET COLLEGE, 9;—ST. JOHN'S, 29. GEORGE WASHINGTON UNIVERSITY, 13; ST. JOHN'S, 23. The first basketball team that has ever represented St. John's defeated the well experienced team from Gallaudet College of Washington, D. C., in the gymnasium by the score of 29 to 9. The visitors played a good game and at times showed great team work, although the score does not indicate this. Our team also played a good game and well deserved the victory. Captain Grove's work was exceptionally fine. He scored nine of our goals, many of them being from extremely difficult angles. Our basketball team added another victory to its list, when it overcame, with comparatively mild opposition, the team from George Washington University. Our team took the lead early in the first half, and at no stage of the game were we in danger of being overcome. The score at the end of the first half was 12 to 3; but in the second half the visitors took a decided brace and scored five goals, making the final score 23 to 13. BALTIMORE MEDICAL COLLEGE, 21; ST. JOHN'S, 25. Still another victory was added to our remarkable string on January 29. Our opponent was the strong quintet from Loyola. The first half was very evenly contested and ended in Loyola's favor n to 10. But in the second half the superior strength and endurance of our team told, and Loyola was overwhelming defeated by the score of 37 to 17. UNIVERSITY OF VIRGINIA, 26; ST. JOHN'S n. LOYOLA COLLEGE, 17; ST. JOHN'S, 37. On January 14 our team went to Baltimore and met the five of the Baltimore Medical College, whom they defeated by the close score of 25 to 21. In this game our team displayed much better team work than in the previous one. The Baltimoreans played rather rough at times, and it was through the points scored by Grove from fouls that the victory was ours. Our center, Johnson, showed especially fine form in throwing goals, for out of a total number of ten, seven were shot by him. Mellon also shot two difficult goals and made many pretty trials from long distances, but luck seemed to be against him. The basketball team from the University of Virginia administered the first defeat to the St. John's team. The visitors took a commanding lead in the first few minutes of play, when they scored six goals in rapid succession. 152 �['>• • ; :."*v i i BASKET BALL TEAM tf3ss3<;' �In spite of the marked improvement which our team made in offensive work in the second half, they were unable to overcome the lead. Throughout the game the Virginia team displayed excellent team work. The final score was 26 to n. CATHOLIC UNIVERSITY, 16; ST. JOHN'S, 40. Although our team met with some determined opposition on the part of the team from the Catholic University, it succeeded in rolling up a large one-sided score. It is to be regretted that in this, as well as in some previous games, there was a tendency on the part of some of our players to play in a rather rough manner. The stars of the game for St. John's were Johnson and Welsh, who distinguished themselves by their shooting of difficult goals, and cleanly playing. The game ended with a score of 40 to 16. tables. The game was remarkable on account of the decided reversal of form in the two halves. At the end of the first half, St. John's was in the lead, by a comfortable margin, the score being 15 to 4. But early in the second half, the visitors caught up and took such a lead that we were never able to reach them. We were defeated by the score of ,36 to 17. NAVY, 65; ST. JOHN'S, 14. On February 22, St. John's was again defeated; this time by the strong team of the United States Naval Academy. Our team was completely at their mercy at every stage of the game, and the only question was how large a score would they run up. Our defeat was undoubtedly due to lack of experience, seeing that this is our first year at basket ball. The final score was 65 -14. ST. JOHN'S, NEW YORK, 21; ST. JOHN'S, 15. This was the first time that representatives of these two institutions had ever met, but both seemed equally anxious for victory, and the result was one of the hardest fought games of the season. Although we were defeated, we may well feel proud of the showing made against them, for they had already defeated Yale and many other strong teams of the East. Wilson played a very good game for St. John's, Annapolis, scoring three of the seven goals from the field. The final score was 21-15. BALTIMORE MEDICAL COLLEGE, 36; ST. JOHN'S, 17. Although we had defeated this team, earlier in the season, they now succeeded in completely turning the WASHINGTON AND LEE UNIVERSITY, 19; ST. JOHN'S, 20. Our basketball team closed its season on February 26 by defeating the five from Washington and Lee by the narrow margin of one point. Indeed the game was the most exciting and sensational of the season. Although our team was outplayed in the first half, they soon forged ahead at the beginning of the second period. Then followed a space of ten minutes, when both teams played each other to a standstill. Then W. and L. took the lead by scoring two goals from fouls. Grove also shot a goal from foul, and this with a field goal gave us a lead which they were unable to overcome. The final score was 20-19. ��Track Team Our track team opened its 1910 season by entering the George Washington University Meet, held in Convention Hall, Washington, on Saturday, February 5. Four men were entered: Rtihl, H., in the half mile run, Ryder and Gailey in the quarter mile dash, and Woodward in the mile run. None but Woodward succeeded in getting a place. He had seventy yards handicap in the mile run and ran a fine race, setting the pace up to the last couple of laps, and finishing second. On February 19, the team again went to Washington to enter in the Federal Games held at Convention Hall. Johnson, C. L., Gailey, Ryder, Woodward, Broadrup, and Brittain were entered in this meet. Johnson succeeded in taking first place in the novice fifty yard dash. The time was six seconds flat. Again on March 12, the team participated in the Hopkins and Fifth Regiment Joint Track Meet, held in the Fifth Regiment Armory, Baltimore. Ryder captured second place in the 100 yd. dash, open, which was run in ten seconds flat. He also finished third in the 220 yard dash open. None of our other entries won places. �The Inter-Class Track and Field Meet An inter-class field and track meet was held on the athletic field on Saturday, December 4. Much interest was exhibited, and the showing put up by the contestants in the meet was very pleasing. Below are the names of the men winning places in the different events: 50 Yards—C. L. Johnson, 'n, ist; C. H. Riihl, '10, ad; Mudd, '10, 3d; time, 5f seconds. 100 Yards—Ryder,'i2, ist; C. H. Riihl, '10, 2d; Moss, 'n, 3d; time, lof seconds. 220 Yards—C. H. Riihl, '10, ist; Brittain, '13, ad; Broadrup, '12,3d; time, 24^ seconds. 440 Yards—Ryder, '12, ist; Wheeler, '12, zd; Riihl, W. '13,3d; time, 59! seconds. 880 Yards—C. H. Riihl,'10, ist; Ryder, '12, 2d; Woodward, '13,3d; time, amin. 24^ seconds. One Mile—Woodward, '13, ist; Hutson, '10, 2d; Hartle, '10,3d; time, 5 min. 10^ seconds. Shot Put—Hauver, '10, ist; Dickinson, 'n, ad; Johnson, H. L., 'n, 3d; distance, 29 feet 8 inches. Broad Jump—Johnson, C. L. 'n, ist; Dickinson, 'n, 2d; Dean, '10,3d; distance, 18 ft. High Jump—Johnson, H. L., 'n, ist; Wilson, J. '13, ad.; Moss, 'n, 3d.; height, 60 inches. Pole Vault—Wilson, J. '13, ist; Mullikin, '10, ad; Hogan, Prep, 3d; height, 8 ft. The number of points made by each class is as follows: Senior, 30; Junior, 24; Sophomore, 17; Freshman 18; Preparatory School, i. Total, 90. 158 �TENNIS SQUAD �Tennis Never until this spring has there been a tennis team organized at St. John's. Just this year the Athletic Association of the college decided to encourage the sport, and we now have several first-class courts finished in fine shape. Too much thanks cannot be given Professor Rippere, whose efforts to raise the standard of this particular sport at our old college have been untiring. At his suggestion, a tournament was held last Fall among the students to see what material could be gotten up for a team. Several new men as well as old students, showed up in very good form, and a team was picked consisting of Cohen, Zouck, Lentz, Cook, and McElderry, which elected as captain Mr. D. M. Cohen of Savannah, Ga., and as manager Mr. P. G. Zouck of Glyndon, Md. Our prospects are bright indeed for a successful season. The following games have been scheduled by Manager Zouck; United States Naval Academy; Baltimore City College; Georgetown; Maryland Agricultural College, and Johns Hopkins University. Students of St. John's, stand by this our first team in this branch of sport and bring the college into prominence by having a good tennis team as well as good teams in football, baseball, basketball and track. The majority of the games to be played this year will be on the courts of the opposing teams. Here's success to the new team! 160 ��Editorial Board of 1 9 1 1 Rat-Tat Published by Class of 1912 R. D. BROADRUP W. LENTZ G. L. WINSLOW Editor-in-Chief Associate Editor-in-Chiei ....... L. E. PAYNE W. JONES A. E. WILLIAMS Miscellaneous Editor J. A. BRASHEARS J. E. POLLOCK F. A. MILLER Assistants B. MICHAELSON Literary Editor P. L. ALGER N. H. CARVER S. R. DEBTS . . Assistants F. S. MATTHEWS G. H. DAVIS H. A. GAILEY W. G. CATLIN Business Managers H. W. WHEELER.. Athletic Editor R. S. HOPKINS I. E. RYDER C. C. HARRIS Alumni Editor R. STALEY C. A. FINKBINE Assistant .Assistants \. C. H. RIGGIN \. P. PENDLETON / . .Art Editors F. N. INSINGER T _ TT L.D.HAYES Secretary and Treasurer 162 D. HOPKINS Assistants Humorous 1 > I Editor Assistants Town and �COLLEGIAN EDITORIAL BOARD �The Collegian Editorial Board Editor-in-Chief LEONARD E. KOLMER, '10 Assistant Editor-in-Chief WILLIAM P. ANDERSON, '10 Associate Editors J. P. PlNKERTON, 'lO H. D. TAYLOR, '10 R. K. ADAMS, 'n. R. BROADRUP, '12 R. M. HEINE, '10. B. MlCHAELSON, '12 R. P. HARTLE, '10. EDGAR HAUVER, '10. Business Managers C. DEAN, '10 H. F. WARRENFELTZ, '10 Assistant W. S. BLADES 164 �A Junior's Plea Easiness is not in this stern stuff. Yet Jack says it is most easy, And Jack is a truthful man. You all did see that yesterday I thrice guessed at a lengthy verb; Which guesses were thrice wrong: was that most easy? Yet Jack says it is most easy, And sure he is a truthful man. I come here to disprove what Jack spoke, For I speak what I do know. You all believed him once, not without cause, But great cause now withholds your belief. O, truth! thou art fled to brutish beast, And men have lost their reason. Bear with me, My heart is in my throat And is much filled with fear, Lest I find not what this verb means, And thus flunk. Friends, Romans, countrymen, lend me your pony; I come not to bury Juvenal but to read him. The evil that men do lives after them, For their Latin is not interred with their bones. So it is with Juvenal. Our Professor Hath told you Juvenal is most easy: But that you know to be a great mistake, For grievously hard have we found it. Here under command of Jack and Bob, For Jack is a truthful man; So is Bob; yes, they are both truthful men, Come I to read this easy Juvenal. It is my life's burden, hard and long, But Jack says that it is easy, And Jack is a truthful man. It hath brought upon my aching head The wrath of our most wise Professor: Did this in Juvenal seem most easy? The more I try the harder seems Juvenal; 165 �When the Prof. Skips Their Highest Ambition Whence conies this merry youthful band So happy as they run? Why do they now the classroom leave? The hour is but begun. It is because the Prof.'s not there; By some chance he's away. And this is why they are so glad— They have a holiday. JOHNSON, C. L CATLIN To be a heart smasher : ' TEXRY , To be judge at a beauty show , To win an S. J. C. ALLEN To pass Freshman,Math. MORRIS By business he is called away Or else his mother's dead; Or maybe with some dread disease He now lies sick in bed. Perhaps the Blackhand's kidnapped him And carried him away. The students mourn not, they are glad: They have a holiday. "TURK" To eat beans , To hold his Chemistry Class H5LLJES To raise a roughhouse MARSH DICKINSON COHEN To sleep • To talk -. To sing TODD It is a blessed thing that they Can optimistic be: The bright side see of things, and turn A Prof.'s woes into glee. No matter what sad thing occurs, They're always bright and gay Provided that as the result They have a holiday. To play first base THE EDITORIAL BOARD PINKERTON PAYNE WILLIAMS, A. E 166 To come out clear '.. —To go on the sick list — To walk on the grass •. To'be a floor officer �The Faculty "RAMESES" W. STRYKER, Myers' life long enemy "SKINNY" F!SHER, "the cute campus cowboy" R. "JAY" DAViS, Representative of the Hamlet Hat Company. "JACK" RippEfiE, Prep. School Tennis Champion "PAT" DOUGHERTY, Head Waiter at Bond's Cafe "TOMMY" FELL, Doctor of Graftology and Lecturer on Studential Hygiene THOMAS "HAIRY" GLADDEN, or "Who bred birds in his whiskers?" "REDDY" McGLONE, "Rings on his fingers and bells on his shoes" "BOB" WHITE, Chief Recorder of the faculty's rulings "TURK" CECiL, General Quill agent. "ED" SIRICH, Demonstrator of Scientific Flunkation Above is vouched for by f AMOS WALTER WRIGHT AND WADcELL, Notable expounders of higher mathematical manipulations. 167 �The Rough House Club H. R. HOLLJES TOMMY MUDD H. D. TAYLOR Buzz BOWLUS C. L. DICKINSON SiHASLUP KOONTZ DRAKE ROBERTS BOWLUS H. L. JOHNSON COHEN President Vice-President Secretary Treasurer Sergeant-at-arms Roll of Members Most expert and exalted water thrower Destroyer of ceilings in Senior Hall Greatest disturber of peaceful slumber Hurler of H2 S. Never failing "door buster" Greatest disturber with the mandolin The dispenser of "melody" The Seven Human Wonders of the World The Missing Link The Bean Eater The Fat Man The Human Bean Pole Tom Thumb The Strong Man The Human Corkscrew FRED INSINGER JOHN ED. MORRIS J. E. POLLOCK LONG JOHN HOLLJES BABY GAMERILL BILLY CATLIN Si HASLUP 168 �Amos Walter Wright to the Boarding Club Ye call me czar! And ye do well to call him czar, who for twelve long years has eaten Reamer's grub, comprised of all the buzzards the whole state of Maryland can furnish, and who never yet has died of indigestion. If there be one among you "who can say that, under similar conditions, he could do so much, let him be ashamed to say it. If there be three among you who think they can eat one pound of Reamer's steak, let them try it. Ye stand here now like starved men, as ye are! The strength of Reamer's meals is in your veins, and ye know full well that the next meal shall be as the one a week ago, breathing the perfume of cowardly eggs, and sitting so heavily upon your stomach that you will sing "Home Sweet Home." Hark! ye hear yon Reamer coming. 'Tis three months since ye have tasted a square meal; but remember that he has served us long—and take pity on him. At Last! Amos wished that He might stay, But the students Had their way. Students hinted, Reamer lagged, Meditated, Then he dragged. 169 �On Strike So think it o'er and you will see 'Twill pay you to take Chemistry. When the first term had expired We all did what our hearts desired, Made our schedules out with glee Omitting Junior Chemistry. We thought it o'er, but sad to say That we all thought the other way, For though we would all great men make. This Chemistry we would not take. Turk looked for the Junior Class But he found it not; alas, We all had left him in the lurch, Of easier work we were in search. For in the Lab. six hours per day We would not work, when for our pay Our marks are either three or two— Such marks as these will never do. To Turk, who always has at heart Our interest, this gave quite a start, And so in Physics class next day In earnest tones we heard him say: When we decide what work to take, We first must know what marks we'll make, And in this Junior Chemistry Our marks would ne'er be more than three. 0 Juniors, listen to my plea, And do not drop this Chemistry; Do not so great an error make And easier studies think to take. The other Profs, give easy work With no Lab. hours for us to shirk, And with them we do oft contrive To make four-fifty or a five. Great chemists all of you will be, If you but take this Chemistry. Of such a course at their utmost Can neither Yale nor Harvard boast. So why then shall we toil away And to the Lab. go every day To weigh, and analyze, and test? The other Profs, are much the best. 'Tis so well known throughout the land That all my men are in demand For high positions with big pay And but three working hours a day. So we'll not take Turk's Chemistry Until to this he does agree: That Lab. work we will have no more And marks will ne'er be less than four. 1 can get jobs for all of you When with this course of mine you're through, 170 �Humorous Grove—"Why do you think so?" Mallikin—"I saw the hose wagon go down the street." Hutson—"You can't tell by that. I saw a pair of hose in a wagon going down the street yesterday, and there wasn't any fire in sight." Adams R. K. (asleep in Geology, face turned toward the ceiling): Dr. McGlone—"Mr. Adams, please give me your attention; this is Geology, not Astronomy." Drake—" Hey, Bowlus, what time is the special formation for the lecture tonight?" Bowlus—"Five minutes of eight." Warrenfeltz (butting in as usual)—"You don't know what you're talking about, the Major said it would be at 7=55-" Prof. Cecil (calling the roll in Physics)—" Haslup! Haslup (half asleep and dreaming of his wife at home, answers)—"All present or accounted for, sir." Prof. Stryker—"Mr. Moss, give me an example of some goods the supply of which cannot be increased." Moss—"Great paintings by old authors." Warrenfeltz (correcting a private at drill)—"Pull the muzzle of your gun in at the top!" Mullikin—"There must have been a fire in town today." Since the destruction of McDowell Hall the only 171 �landmarks we have left are Hutson, Allen, Terry and the Old Liberty Tree. Koontz (sorrowfully)—"Reddy gave me five demerits today." Roberts—"What did he soak you for?" Koontz—"For raising a racket on the tennis court." Prof. Stryker (in Economics)—"Mr. Haslup, what is marginal utility?" Haslup (recalling to his mind a graphic representation in the text-book)—"The part of the parallelogram above the line a—b, Professor." BOWLUS' HUMOR. Bowlus—" If they blow 'Taps' over a sailor's grave when he dies, why don't they blow reveille when he is born?" Drake—"Don't know." Bowlus—"Because they do not know that he is going to be a sailor." Lieutenant Fisher (iti Junior Tactics)—"Mr. Morris, what is the position of 'rest'?" Morris—"Stand on one foot and move the other around." Moss (soliciting "ads" for "RAT-TAT" to firm in town)—"I would like to get your "ad" for this year's RAX-TAX." Prop, of firm—"Why, Mr. Moss, we have decided this year to let the RAX-TAI-IAT-TAX— Moss (later—The d !) Prof. Stryker (in Economics)—"Mr. Gladden, what was the principal crop in England in 1750?" Gladden—"Flocks of geese." "Cy" explains that the cadence of full-step in quick time is 120 steps per second. 12:45 a. m.—A cat uses Drake's nose for shaving paper. ist. Prep—"Did you know Long John was an electrician. ad. Prep—"No, but I thought so." ist. Prep—"Why?" ad. Prep—"He shocks me every day." Adams—"Is that a Freshman going across the grass?" Wilson—"Yes; it's Dickinson." 172 �Si—"I have a disagreeable execution for today." Johnson—" What's that, Si?" Si—"A door to hang." Dickinson—"How do you like my hair-cut?" A Lady Friend—"Fine! you look almost human." Adjutant's Office—A court where a cadet is attorney for defense and witness for prosecution. Dickinson (asleep in rear of class). Dr. Cecil—"Mr. Dickinson, will you take a front seat?" Dickinson—"I, Professor?" Dr. Cecil—"Yes, You! Next time I will bring my nurse for you." O, G.'s Room—The down-town prep's armory; vestibule to Kelley's room. Physics Lab.—A good place to loaf; a poor place to try to work. Dr. Cecil—"Mr. Dickinson, have you ever sat, with a young lady, on the sea-shore and tried to explain to her why the waves come in parallel to the shore." Dickinson—"I have sat on the sea-shore with a lady, but we never talked about the waves.' Sick List—An abomination to the Profs., but a very present help in time of trouble. Davis—"Si," what did you get married for ?" Haslup—"How in the H— could I help it." 173 �Extracts from a Freshman's Diary January 21—I drill in the front rank for the first time. Some military man also. January 22—Make a bet that I will be one of the Sophomore corporals next year. February 16—Take charge of a Sunday School Class in town. A religious fellow too. March 2—Call for baseball candidates. This is where I shine. March 14—I get a try at first base. If that other first baseman would only leave! March 16—I am measured for a new baseball uniform. Heap big ball player! March 25—The new uniforms come. Mine won't fit me and is given to that other first baseman. But I won't give up. April 2—I play on the first team. I slip one in on him this time. I am compelled to gat a new cap. My old one is too small. NOTE—The Diary ends abruptly here, owing, I suppose, to the fact that the writer has not gotten over the effects of April 2. September 15—At last I am here. What a lonely, dreary place it is; how I wish I were home with mama! September 20—Attended a G.O.H. meeting in the new gymnasium. Had lots of fun(?) amusing the Sophs. September 22—A call for football candidates. I make my appearance on the field. I'm going to make that team before I leave here. October g—I "make" the trip to the University of Virginia. Speeding some. October 12—At St. John's again, a poorer and a wiser lad. November 2—Some one had the generosity to throw a penny at me. November 15—I "capture" the mighty snipe, which are found in Anne Arundel more plentiful than anywhere else. December 24—Home once more. January 10—I am the only one who can answer a question in Greek today. Some Greek student. 174 �A Few Songs That language is the finest one that ever you can speak Now English, Latin, Sanskrit, Each one is but a freak. I love, I love, I love my home But oh, you Greek! Dr. Fell Every little bit added to what you've got Makes just a little bit more. That's the graft that Tommy Fell works, Two and two make four. Get's all your money and all of your dough; Puts it in the bank and there lets it grow. Every little bit added to what you've got Makes just a little bit more. Prof. Rippere There was a young man named Jack R., Who at tennis was quite a bright star. He swung at a ball And down he did fall, And smashed in his two cent cigar. Dr. Cecil Take me out to the ball game, Take me out with the crowd. I'll bet all my money on S. J. C. And let it be doubled and tripled for me, And then, when the contest is over I'll celebrate with great joy, For it's Rah, Rah, Hip, Hip, Hooray, I'm a St. John's boy. Prof. Dams. My great big brother Sylves, Royal Davis put to a test, He punched in Sylvester's chest; He don't stop to rest. Royal Davis hit him so hard He made him look like a card. He broke Sylvester's wrist, Old " Skinny" Davis. Prof. White I love, I love, I love my home But oh! you Greek! 17$ �Extracts from a Freshman's Diary September 15—At last I am here. What a lonely, dreary place it is; how I wish I were home with mama! September 20—Attended a G.O.H. meeting in the new gymnasium. Had lots of fun(?) amusing the Sophs. September 22—A call for football candidates. I make my appearance on the field. I'm going to make that team before I leave here. October g—I "make" the trip to the University of Virginia. Speeding some. October 12—At St. John's again, a poorer and a wiser lad. November 2—Some one had the generosity to throw a penny at me. November 15—I "capture" the mighty snipe, which are found in Anne Arundel more plentiful than anywhere else. December 24—Home once more. January 10—I am the only one who can answer a question in Greek today. Some Greek student. January 21—I drill in the front rank for the first time. Some military man also. January 22—Make a bet that I will be one of the Sophomore corporals next year. February 16—Take charge of a Sunday School Class in town. A religious fellow too. March 2—Call for baseball candidates. This is where I shine. March 14—I get a try at first base. If that other first baseman would only leave! March 16—I am measured for a new baseball uniform. Heap big ball player! March 25—The new uniforms come. Mine won't fit me and is given to that other first baseman. But I won't give up. April 2—I play on the first team. I slip one in on him this time. I am compelled to g^t a new cap. My old one is too small. NOTE—The Diary ends abruptly here, owing, I suppose, to the fact that the writer has not gotten over the effects of April 2. '74 �A Few Songs That language is the finest one that ever you can speak Now English, Latin, Sanskrit, Each one is but a freak. I love, I love, I love my home But oh, you Greek! Dr. Fell Every little bit added to what you've got Makes just a little bit more. That's the graft that Tommy Fell works, Two and two make four. Get's all your money and all of your dough; Puts it in the bank and there lets it grow. Every little bit added to what you've got Makes just a little bit more. Prof. Rippcre There was a young man named Jack R., Who at tennis was quite a bright star. He swung at a ball And down he did fall, And smashed in his two cent cigar. Dr. Cecil Take me out to the ball game, Take me out with the crowd. I'll bet all my money on S. J. C. Andletitbedoubledand tripled for me, And then, when the contest is over I'll celebrate with great joy, For it's Rah, Rah, Hip, Hip, Hooray, I'm a St. John's boy. Prof. Davis. My great big brother Sylves, Royal Davis put to a test, He punched in Sylvester's chest; He don't stop to rest. Royal Davis hit him so hard He made him look like a card. He broke Sylvester's wrist, Old "Skinny" Davis. Prof. White I love, I love, I love my home But oh! you Greek! I7S �Dr. McGlone Waltz me around again, Reddy, Around, around, around. Your dancing is dreamy, It's peaches and creamy, You're the best dancing kid to be found. Give me every dance that you have on your card; I'll dance them all with you, then throw you down hard. Oh! Waltz me around again, Reddy, Around, around, around. Prof. Gladden Meet me in Rose-time, Rosebush, Over in Humphrey's Hall. Keep all the Preps, from smoking Or it will be your downfall. You need a shave and haircut, Also a suit of clothes; Chris Kingle's knocking, Hang up your stocking Before the bugle blows. Boogy man Stryker's looking for you, see him stare. Economics and history he'll throw at your head: Put it all on you until you're near dead, He'll flunk you all as sure as he can, That dope fiend man. Prof. Woodcock Trans-mag-ni-fi-can-bam-dam-u-al-ity. This word is but a baby to what Amos hurls at me. He puts Noah Webster's book to shame, And he gets every bit of fame For Trans-mag-ni-fi-can-bam-dam-u-al-ity. Prof. Waddell No wedding bells for me, I'm as happy as can be, I don't like the sign of marriage, I won't wheel a baby carriage. Gee! Whiz! I'm glad I'm free, No wedding bells for me. Lieut. Fisher Prof. Sirich Out on the drillground, drilling mighty well; Round comes Fisher and gives us all h—1: Makes us drill our very best Then the " 'onery rascal" won't give us rest. This is no place for a minister's son, Minister's son, for a minister's son. Sirich's one loving son-of-a-gun : He's got them on the run In German you'll get a two or a one, Two or a one, two or a one; Maybe you think he's not having his fun, But he is, he's no minister's son. Prof. Stryker Yama Yama Yama Man, Smoking his dope as hard as he can. �Spongers' Club High Chief Sponger .......................... A , ou- t c Asst. Chief Spongers 1 HUTSON HASLU / ~ HASLUP | DEAN Officers "Buzz" Bowlus ................. Chief Sponger of Ink "Don" Cohen ............ Chief Sponger of Tooth Paste "Mike" Hundley .......... Chief Sponger of Cigarettes "Tommy" Mudd ............ Chief Sponger of Deserts Charter Members "Long John" Holljes ......... Soap— "must takes it" " Sleuth " Warrenfeltz ............. Cigars—" 23 per day" "Madam" Roberts ............. Quills—"slow but sure" "Pep "Davis ....... Magazines— "not the five-cent kind" "John Ed" Morris ........ White gloves— "laundry late" "Phil" Briscoe .................. All books— "hard up" "Bill" Stanley ................ All eatables— "hungry" Time and place of meeting: All the time, on Junior Floor 177 �The "St. John's" Girl Of all the girls that ever you saw, Did you ever think which your choice would be, If the chance was yours for you to draw Whichever of them your wish might be? There's the dancing girl and the girl who can sing, There's the girl with shy looks and charming blush, And the smart girl, you know, who knows everything, And the athletic girl and the girl with the gush. There's the bicycle girl, and the girl with the rocks, There's the girl with soft voice and pretty brown curls, There's the amusing girl, and the vixen fox, There are other girls—and girls—and girls— But of all the girls I ever did see, The " St. John's" girl is the girl for me. 178 �The Latest Books In Tactics Class "How to double your fortune in one year." Thomas Fell. $1.23. "The quill and its uses." T. Parran. $0.49. "Skin games and how to work them on the faculty." C. L. Dickinson. $2.00. "How to make love." S. C. Drake. $0.53^. "How to go through St. John's in one year." H. P. Hucson. $5.25. "The secrets of my beauty." L. F. Parsley. $0.335. "How to become a musician overnight." Pinkerton and Holljes. $0.35. "How I learned to fly." J. F. Koenig, $i .98. "Why they call me dog face." D. M. Cohen. $0.23. "How to become a detective." "Old Sleuth" Warrenfeltz, $0.20. "A living from poultry, or how to protect your chickens." Lieut. R. E. Fisher, $0.39. Anderson—"Lieutenant,have you ever been in active service in the Philippines?" Lieutenant Fisher—"Yes, Mr. Anderson, and your mentioning the fact recalls to my mind an incident, illustrating the wonderful vitality of the natives. "One afternoon while on duty at camp, there came to us a Filipino who had sixteen holes in his chest, which were bullet wounds of a battle fought early that day. (Subdued whistle from the class.) Our surgeon did not expect the man to live but a few hours and simply cleansed the wounds thoroughly; but, gentlemen, that man went home, and pat black clay in each of the bullet holes, and in two weeks he was as healthy as ever." (Entire class in subdued voice: "Get out your fiddles.") 179 �University of Love FOUNDED BY ADAM. CRABTOWN ON THE BAY. R. M. HEINE, Lord High Provost. Board of Instructors "JUDY" CAREY Bacteriology of Love. "BUCK" STANLEY Laws of Conflicting Dates Author of "Impressions from Maryland Ave." Graduate of "Eastern Sho" Clam kissing Society. Author of "Kisses: it's harm, but come again "RAMESES" STRYKER "BTJZZY" BOWLUS Railroad Guide for Students Author of "A round up on a railroad" " DUTCH" RUHL Cast Iron Love (Graduate from Steel(ton) Iron Works) "Doc" DEAN Amorous LiteratureA self-made man. Experience, 20 years. "HERB"TAYLOR Love, Before and After Author of "Why I stay in at night" " STILL LILL" HUTSON Love Telephonology. Received diploma from C. & P. Tel. Co., for proficiency " BIRDY" KOENIG Love from an Economic Standpoint. Author of "Who loves me" "NERVY" JOHNSON Scientific Butting In. Post-Graduate member of broken hearts. Aviation. Trained with Wright Bros "Rose" GROVE Athletics of the Heart. Chief perambulator of mid-night trails. "LENOX" KOLMER Bovine Love. Author of "Shooting crap as a science" WARRENEELTZ ZOUCK Gymnastic Instructors. "DICKY"DICKINSON High SchoolLove. Author of "Engagements Unlimited" GENERAL INFORMATION ' Lady students solicited. Age limit, anywhere on the sunny side of an old maid. Male students need not apply. For further information apply to "Ducky" Waddel or "Reddy" McGlone. Drop word and our confidential agents "Turk" Cecil and "Ed" Sirich will call on prospective students. "JOHN ED" MORRIS ,Tangency of Kisses. A former pupil of Provost Heine "MIKE" MULLIKIN Isometric Love. Author of "Do 'Eise' tell love?" I So �Advertisements Poker playing scientifically taught. believe it come and try. BE AN EXPERT. Bankruptcy guaranteed in three hours, or money back. If you don't KOLMER & BROWN. COACHING FOR EXAMS. Having secured the best talent in the college to take charge of the various departments, we are enabled to prepare students for exams, in all branches. Oar Faculty "HOODLE" HUTSON "FATS" POLLOCK "LINDY" ALLEN " BUZZY" BOWLUS "CHAUNCEY" KOONTZ "CY" HASLUP "JUDY" CAREY Greek and Latin Latin Mathematics Political Economy History Asst. History English Easy terms. "SKUDS" WILSON J. A. ANDERSON 'QUACK" DRAKE ' DON" COHEN 'SLATS" MARSH 'NERVY" JOHNSON Tactics Biology Geology Chemistry Physics German Give us a trial. PARSLEY, MULLIKIN & TERRY, INC. DANCING LESSONS Years of experience enable us to instruct pupils thoroughly in all the details of the hop. Satisfaction guaranteed. Come and see us. "BUBBLE" MASON & "FATTY" ZAYAS. 181 �A Dream The other night while fast asleep I dreamed a dream so sad: A burden came into my life And naught could make me glad. I now must plug away for hours And sit up late at night With grammar, dictionary too My battles now must fight. I dreamed that all the ponies Had disappeared from view; That I had lost my own dear friend, So faithful and so true. Now did my woes become so great, My marks were three or two: I could not work without its aid And knew not what to do. No longer now could I translate In half an hour my Greek: My work in Latin, French, and Dutch Was palpitably weak. I struggled on in deep despair For I was lost indeed; I cried out from my fainting heart My pony I did need. Then I awoke and supreme joy Upon my face did beam, You fellow students all are glad That this was but a dream. ;J • . • I P% ' ^ " < • • ....... . . •„•. ' "' - •'•••!< • - > - . . . . . ' • : I ?' ':?'; :- ; .;;-••::,-,,.,;;/: 't:-\c:- • BE I |g 'Sfef | ..,.....,..":::. . ' ^•^'^••.•^•.•^••^^.:-:^^ I,,„„,,! •,.•'•• .' ~ •' ':^.:-^^---^^-'::^.-\^_ f......w,, '•i*?:'Srli$ iisSi •—..':, ..'.-.-.:'.;-..,.,,.... . '' * ... I:*'.'***1"1: ' �Limericks A sporty young fellow named "Cy " Love making determined to try, So he went to Green Street And tried hard to compete; Since then he does nothing but sigh. A tall lanky fellow named Drake Among ladies was thought quite a rake. Analyzed in the "Lab" With "Turk" keeping "tab" He turned out to be a plain fake. There was a young gourmand named "Scuds," Who could eat thirty men's share of spuds. Lacking more solid fare He's been living on air, So he does'nt quite fill out his duds. In Physics Turk's making things hum. All marks would sure be very bum, Should we fail any day To waste time away, While he makes mission chairs by the ton. "Tommy" P. worked the "profs." for a "grease," Expecting to be the whole cheese. When the month's marks came in, His face lost its grin, For his best marks were ones, twos and threes. A Lieutenant who coached us in drill Built a henhouse right near a small hill, But a lad named Long J. Led those chickens astray; You know there's a way, if there's will. The Mathematical Seven oo — oo §§• 0 — OQ- 0 From 0 to oo N. H. TERRY W. GAMBRILL R. K. ADAMS L. C. BAILEY D. M. COHEN c. T. GLADDEN H. R. HOLLJES 183 �The St. John's Zoo A is for Andy who spurned his three stripes, B is for Brown who set Heine to rights, C is for Cohen who dances so fast, And D is for Doc who has passed Trig at last, E stands for "E-Ball," Montgomery's joy, F is for Frederick the home of the boy, Who is handsome and lazy—Ed. Hauver by name, And G is for Grove who in baseball won fame, H is for Heine, he thinks he's all right, H also for Hutson who studies all night, I for Inspection, at ten-thirty they take it, And J is for Judy who never does make it, K is for Kolmer a miner who's good, L is for Lindy who'd sing if he could, M is for Mike who has awfully big feet, And N is for Navy which next year we will beat, O is for O. D. we all love that task, P is for Pinkerton who'll go on if he's asked, Q is the Question will we be in the first ten, And R is for Rtihl who will drill us to win, S is for Stanley who is fond of a snooze, T is for Tommy who likes Charles County—grape juice, U is for Us who're left out of this thing, And V is for Vonney who makes his voice ring, W is for Wilste that steady old horse, X for eXams we all passed them of course, Y is for You who are glad this is done, And Z is for Zouck the last dear little one. 184 �Caught in the Act Nancy—"Now googles, you little devil, you know I love you. Don't hug-g-g m-me so-o tight! Whew! What do you work at, a foundry?" Drake—"My dear little peacharino, you look so sweet and beautiful here in the moonlight, that I almost feel like I was in Paradise. Oh! sweetest of sweet, and queen of all, I lay my heart at your little feet and ask you to be my wife." Nancy—"How sudden! Really hubby, you overwhelm me with your effusive puppy love, but goosy, how often do you want me to say 'yes'?" Little Brother Lee—"Say Carl whoopee! I caught you! Oh, you kid! how do you like your "surroundings"? Nancy—"Good-night, my swee—Carl." Drake— "Good Night." Resolved: That little brother Lee be "kneaded" at first opportunity. That young brothers are anuisance at crucial moments. That sister's friends are all to the mustard. Drake—"Oh! my darling, how my heart and gizzard jump at the sight of your beautiful countenance." Nancy— "Now, C a r l , q u i t your mushy-tush and talk sense, (?) do you love me?" Drake — " Pigeon, I mean lovey-dovey, I love you so much that I believe I would die if you should turn me out of your dear, sweet life. Now, darling of my dreams, nightmares and life, turn your sublime angelic eyes up and let me see whether there are love darts hidden in the blue mists." S. C. DRAKE. 185 �Something on Nothing The editor-in-chief today Is in an awful rage, He can not find a single thing To fill up half a page. "We are a half page short," said he, "Just write a verse or two: The Rat Tat goes to press today, Most anything will do." And so for several fruitless hours I've tried some verse to write, My mind is blank as I pursue The muse in useless flight, I cannot find a subject fit, Although I rack my brain: My pen rests idly in my hand, My efforts all are vain. If they should wait for me to write A half a page of verse, This RAT-TAT won't be published Until next year or worse. But Editor says trash will do, He's in a hurry now, So though Ive nothing on this page I've filled it anyhow. 186 ��Yells and Songs SPELLING YELL S-a-i-n-t J-o-h-n-'s St. John's! St. John's! St. John's! HOORAY YELL Hooray! Hooray! Hooray! S.J.! S.J.! S.J.! St. John's! St. John's! St. John's! S. J. C. YELL S.J.C. Hooray, Rah! Ree! Team! Rah! SEVEN-RAH YELL Rah! St. John's! St. John's! St. John's! Rah! Rah! Rah! Rah! Rah! Rah! LONG-RA YELL Ra! Ra! Ra! Ra! St. John's! Rah! Rah! Rah! Rah! St. John's! NINE-KAH YELL Rah! Rah! Rah! Rah! Rah! Rah! Rah! Rah! Rah! St. John's! St. John's! St. John's! 188 �Yells and Songs TUNE: Pony Boy TUNE: Shame on you Home wood Field! Homewood Field! We will win on Homewood Field. Watch us go, as of old, Right across your goal. Down the field, you can steal All along the way. Hurry up! Hurry up! Hurry up! Team! Roll up the score. Hopkins, Hopkins, shame on you; What's the matter with the Black and Blue? You do your best, but what's the use, The St. John's team will cook your goose, You'll get what you're looking for, You'll be d lucky if you ever score; And when it's over, we will roar, Shame on you! TUNE: Jungle Town Here in Baltimore Watch us roll up a dandy score And then we'll celebrate As we did in nineteen eight As in days of old. The Orange and Black will cross your goal, We'll not fail to down the Hopkins team Right here in Baltimore. Boola Boola Well, here we are! Well here we are! Just watch us rolling up a score. We'll leave poor Hopkins behind so far, They won't want to play us any more. We've hope and faith in old St. John's, To win we cannot fail— Well, a Boola, Boo, Boola, Boola, Boo, Boola, Boola, Boola, Boola, Boo. Chorus Boola, Boola, Boola, Boola, Boola, Boola, Boola, Boola! When we rough house Johnny Hopkins They will holler, "Boola, Boo!" Rah! Rah! Rah! St. John's! Old St. John's! St. John's! Old St. John's! When we rough house Johnny Hopkins They will holler, "Boola, Boo!" 189 TUNE: Are you sincere? We've brought up a team Thats chock full of team; We're going to beat Johnny Hopkins. Although you may score— St. John's will make more; Just listen to us as we r-o-a-r. Watch us how we smash your line—, Our ends and back fields, Aren't they fine! We've come here this fall To take home the ball So good-bye, Johnny Hopkins, Good-bye! �Yells and Songs TUNE: Smarty. TUNE: Kiss Kiss, Kiss. Hopkins, Hopkins, Hopkins, Little Johnnie Hopkins, Really we don't want to be so mean: But can't you see that we've got the team, And we are going to beat you There's nothing else to do. So poor little Johnnie, poor little Johnnie Hopkins. If you want to beat us, Hopkins, You will have to call again; We will run right through your center, And we'll dash right round your end. Do not feel one bit discouraged, It's the same old story o'er, So we'll bid farewell to Hopkins, And old Baltimore. TUNE: Auld Lang Syne. Should all our victories be recalled Of now and long ago, You'd surely find we always keep A team that's far from slow. We play the game and win great fame Wherever we may roam, And then right back to Old St. John's We take the victory home. Come gather 'round the Orange and Black And lift your voice in praise For Alma Mater, loved St. John's, And dear old college days. Up in Baltimore, Hopkins will rue The day that the Orange and Black downs the Black and Blue. Our ends are the candy, our backs are all O.K., Our line is a stone wall that's on the job to stay. St. John's! St. John's! We will win today, We'll take the ball, and then we'll yell Hooray. Down on the ball, boys; roll up the score, And then we'll have a good time right here in Baltimore. TUNE: Yankee Doodle. We will do up Johnny Hopkins, Johnny Hopkins, Black and Blue; Their line is nothing but a paper one Made for our backs to go through. We've got a team that's strong and steady A corker and a crackerjack, O rah! rah, rah! rah! rah! rah, rah, Rah, rah, rah, rah, rah, rah, rah, St. John's, the Orange and the Black. TUNE : My wife's gone to the country. We're going to beat John Hopkins, Hooray! Hooray! We'll add a game to St. John's fame, And take the ball away. We'll work our forward passes, Hooray! Hooray! We'll make end runs, and hit the line. We'll win today. igo �Conclusion At last it is finished, and we place before you the thirteenth volume of the RAT-TAT. In it we have endeavored to include facts, portraying both the serious and the humorous sides of college life, hoping by the former to keep alive your love for old St. John's, and by the latter to awaken pleasant recollections of days spent within her walls. In spite of the many disappointmencs and shortcomings we have met with while writing this RAT-TAT, the task has been a pleasant one and we regret that we must bring it to a close. Before concluding, we wish to thank those who have so kindly contributed to this book, and to extend our best wishes to the succeeding Board. "Gude nicht, and joy be wi' you a'" THE 1910 EDITORIAL BOARD. 191 �11 �Calendar Sept. Sept. 15—One hundred and twenty-fifth session of St. John's College begins. Y. M. C. A. cordially welcomes the newcomers. 16—Todd arrives. 17—Sophs, cordially welcome the newcomers. 18—"Uncle Amos" advises Todd not to purchase old uniforms. Annual Y. M. C. A. reception. 19—Dickinson makes out Co. "B" roll. 20—Annual distribution of plums. Wilson gets 4th Sergeantcy of Co. "B". 21—Capt. Hauver calls out football squad. 22—Williams G. F. inspects mattresses and issues certificates. 2'3—New boys try swimming pool. 24—Societies organize for the first term. 25—Freshies entertain Sophs. Kerr—Bonney nuptials at Rockville. 26—Many enroll in Dr. Fell's Bible class. 27—Woodcock's Algebra appears; Preps refuse to buy. 28—Prof. Stryker declares the pool is full of germs. EATON & BURNETT BUSINESS COLLEGE GIVES THOROUGH INSTRUCTION IN Bookkeeping (General, Corporation and Voucher), Penmanship, Arithmetic, Correspondence, Pitmanic Shorthand, Touch Typewriting DAY SCHOOL OPEN ENTIRE YEAR NIGHT SCHOOL OCT. TO APRIL 9 and 11 W. BALTIMORE ST. BALTIMORE, MD. Call, Write or Phone for Catalogue ST. PAUL 967 COURTLAND 900 The A. G. ALFORD SPORTING GOODS CO. Agents for REACH'S GOODS 212 EAST BALTIMORE STREET BALTIMORE GEO P. MORDECAI President and Manager - MARYLAND BASIL WAGNER Secretary and Treasurer �UNIVERSITY OF MARYLAND BERNARD CARTER, LL.D., Provost FACULTY OF PHYSIC SAMUEL C. CHEW, M.D. LL.D., Emeritus Professor of Medicine. R. DORSET COALE, Ph.D., Professor of Chemistry and Toxicology. RANDOLPH WINSLOW, A.M., M.D., Professor of Surgery. T Tf N F A T F M T> T i n Professor of Obstetrics . QW T _, „_.. T ' Mn CHARLES W. MITCHELL, A.M M.D., Professor of Medicine and Diseases of Children. THOMAS A. ASHBY, M.D., Professor of Diseases of Women. J. HOLMES SMITH, M.D., Professor of Anatomy and Clinical Surgery. JOHN C. HEMMETER, M.D., PhD., LL.D., Professor of Physiology and Clinical Medicine. ARTHUR M. SHIPLEY, M.D., Professor of Therapeutics and Surgical Pathology. JOSEPH L. HIRSH B.A., M.D., Professor of Pathology and Bacteriology and Visiting Pathologist to the Unlversity Hospital. HIRAM WOODS, A.M., M.D., Professor of Eye and Ear Diseases. JOHN S. FULTON, A.B., M.D., Professor of State Medicine. DANIEL BASE, Ph.D., Professor of Analytical Chemistry. EUGENE F. CORDELL, A.M., M.D., Professor of the History of Medicine, and Librarian. J. MASON HUNDLEY, M.D., Clinical Professor of Diseases of Women. THOMAS C. GILCHRIST, M.R.C.S., M.D., Clinical Professor of Dermatology. JOSEPH T. SMITH, M.D., Associate Professor of Medical Jurisprudence and Hygiene. PRANK MARTIN, M.D., Clinical Professor of Surgery. gT CLAIR SPRUILL M D Clinical Professor of Surgery!' TAYLOR, M.D., Clinical Professor of Orthopedic Surgery. JOHN R. WINSLOW, B.A., M.D., Clinical Professor of Diseases of the Throat and Noae. j CRAIGHILL M D Clinical Professor of Medicine. JOSEPH E. GICHNER M D. Clinical Professor of Medicine and Associate Professor of Materia Medica. ^ jj ATKINSON M D Clinical Professor of Medicine. CHARLES W. McELFRESH, M.D., Clinical Professor of Medicine. HARRY ADLER, M.D., Clinical Professor of Medicine. L. M. ALLEN, M.D., Associate Professor of Obstetrics. R TUNSTALL COMBINED COURSE IN ARTS AND MEDICINE St. John's College, Annapolis, Md., founded In 1696, Is by contract of afBliation styled and recognized as the Department of Arts and Sciences of the University of Maryland. Students who have completed the Junior Year in St. John's College and who ha ve made an approved cholceof electives, may, if theyidesire it, do the entire work of the Senior Year in the Medical School of the University. If they successfully complete the work of the first medical year they are graduated with their class with the degree of A.B. from St. John's College. By taking advantage of this privilege a man may complete the Undergraduate and Medical courses in seven years, During three of these years, or until he has completed the -work of the Junior Class, he is a resident student In St. John's College, and for four years he is a resident in the Medical School in Baltimore. At the end of the fourth year he receives the A.B. degree, and at the end of the seven years the M.D. degree, but credit in the Medical School cannot be accepted in subjects for which credit has already been given in the College of Liberal Arts. The One Hundredth and Fourth Annual Session will begin upon October 1, 1910 For Catalogue and information, address R. DORSEY COALE, Dean, University of Maryland, Baltimore �CALENDAR—Continued Sept. Oct. 29—Athletic mass meeting, H. E. Wilson, President for 1909-10. 30—Prof. Daugherty commences construction of Electric Railway on back campus. i—Tommy goes to Harvard's inauguration. Comes back full of new ideas. 2-—-St. John's 30—Rockhill o. Kerr—Bonney nuptials public. 3—Mr. Kerr Sr. irate. Ducky loses his allowance. 4—Ducky leaves school to travel the thorny path. 5—"Collegian" No. 3 out. Board receives congratulations. 6—Navy beats St. John's, 16 to 6. All celebrate. 7—Todd is invited to go "snipe" hunting. 8—Long John tells Todd how he hunted the "snipe." 8—Geology class hike it to Ellicott City. 9—St. Johns o—Virginia 12. Todd makes the trip. 10—All hands go to church, ii—Todd goes "snipe" hunting. 12—Tennis tournament commences. 13—Steamheat started, Broadrup at his old stand. 14—John P. Poe dies. 15—Dr. Fell at Pennington Seminary, Inauguration of Rev. J. Morgan Reed '82. The Stewart & Steen Co. COLLEGE ENGRAVERS AND PRINTERS MAKERS of College and Class-Day Invitations, Stationery, Programs, Banquet Menus, Class Pins, and Buttons. Field Day. Medals for Visiting Cards, Crests and Coats of Arms, Wedding and Reception Invitations 1024 ARCH STREET Philadelphia, Pa. �WASHINGTON BALTIMORE & ANNAPOLIS ELECTRIC RAILWAY 20 Minutes After Every Hour to the Heart of BALTIMORE AND WASHINGTON DIRECT SERVICE EVERY HOUR WITHOUT CHANGE TO BALTIMORE HOURLY SERVICE EVERY HOUR TO TREASURY BUILDING, WASHINGTON DIRECT CARS WITHOUT CHANGE AT 8.20, 10.20a.m. 12.20, 2.20, 4.20, 6.20p.m. SPECIAL RATES FOR PARTIES t>ia the HEART TO HEART ELECTRIC LINE �CALENDAR-Continued Sept. Oct. Nov. 16—St. John's 92—Eastern College o. 17—Alumni visit the college. 18—St. John's plans for basketball season. 19—Finals in Tennis. Cohen champion. 20—Philokalian breaks its secrecy and publishes programme. 21—Lieut. Fisher takes possession of first floor Humphrey. 22—G. H. & W. Telegraph Co. organize. 23—St. John's 48—Gallaudet o. 23—St. John's Scrubs 6—Country School 5. 24—Y. M. C. A. secures new hymn books. 25—Georgetown has cold feet—cancels game. 26—Collegian adds extra sheet. 27—Prof. Waddell moves to Maryland Hotel. 28—Vonnie makes a speech in chapel. 29—University of Maryland cancels game—no team. 30—Great football day, St. John's 6—V. M. I. o. St. John's scrubs 6—B. P. I. o. 31—Launch party to Von Schwertenberg for French and German marks. i—New faces in French and German. 2—Father Hood returns. Student in days of Ham. 3—Allen gets off new jokes in Math Class. 6—St. John's scrubs o—Annapolis High School 18. C. L MILLER & BROTHER WHOLESALE and RETAIL =Home= Slaughtered BEEF STALL—52 Lexington Market Residence, 1374 W. North Avenue DAILY IN ATTENDANCE Phone, St. Paul 3447-M �PHILIP MILLER SUITES WITH PRIVATE BATHS A NEW AND MODERN HOTEL Custom Tailoring, Haberdashery Shoes for College Men CARVEL HALL ANNAPOLIS, 32-34-36 MARKET SPACE Annapolis, Maryland MARYLAND SPECIAL ATTENTION GIVEN TO PRIVATE DINNER PARTIES ; : UNIVERSITY OF MARYLAND SCHOOL OF LAW B E R N A R D C A R T E R . ESQ., P r o v o s t THE BOARD OP INSTRUCTION JUDGE HENRY D. HARLAN Constitutional Law and Domestic Relations WILLIAM T. BRANTLY. Esq. Personal Property and Bailments, and Law of Contracts JOSEPH C. FRANCE, Esq. Corporations Elementary Common Law, General Jurisprudence, Pleading and Practice JUDGE HENRY STOCKBRIDGE International Law, Public and Private; Conflict of Laws, Executors and Administrators EDGAR A. POE Esq. Bills and Notes. Sales, Suretyship and Quasi-Contracts . HERBERT T. TIFFANY. Esq. The Law of Real Property W. CALVIN CHESTNUT, Esq. Criminal Law and Insurance JUDGE JAMES P. GORTER Juridical Equity, Evidence and Damages ELI FRANK. Esq. Title to Real Property and Conveyancing JUDGE JOHN C. ROSE, Esq. Jurisdiction and Procedure of the Federal Courts, Admirality and Bankruptcy WM. L. MARBURY, Esq. Law of Torts ALBERT C. RITCHIE, Esq. Commercial Law and Shipping THE FORTIETH ANNUAL SESSION WILL BEGIN IN SEPTEMBER 1909 For Catalogues containing full information, address HENRY D. HARLAN Secretary 1063 CALVERT BUILDING, BALTIMORE. MD. �CALENDAR—Continued Nov. 7—Rat Tat board for 1911 elected. 8—Hutson attends Latin C. 9—Scarlet fever at M. A. C.—game canceled. 10—Todd has three cents thrown at him. 11—University Anniversary Day—Batallion goes to Baltimore. 12—Excitement meeting—all full of spirits. 13—St. John's 69—Mt. St. Joseph o. St. John's Scrubs 21—Hopkins Scrubs o. 14—Pinkney Hall Floor Officers Association dines at Carvel Hall. 15—Foot ball picture taken. 16—Todd excused from Latin. 17—Hallelujah meeting. Arrivals from Dakotas and the Indies. 18—-Buck revisits campus. 19—Money invested. 20—St. John's o—Hopkins 18. 21—St. John's in mediation. 22—Y. M. C. A. (?) meeting in Bowlus' room. 23—Junior Oratorical Club is organized; charter members Drake, Roberts and Morris, Bowlus sings Beautiful Eyes with variations. 24—All go home to eat turkey. 25—St. John's o—P. M. C. 6. 29—McBride passes Rhodes Scholarship. NEW FABRICS FOR SPRING in suitings, trouserings and overcoatings are now to be seen at our store in all the latest novelties from English, Scotch and American manufacturers. We will make your Spring overcoat or suit Tn the best and swellest style and of artistic elegance at a reasonable price. B, Weyforth & SODS TA I LOR S 217-219 N. Paca St, LEWIS H. REHN DEALER IN Dry Goods, Notions Hosiery, Furnishing Goods, Etc. Cot. MAIN and FRANCIS STS. ANNAPOLIS. MD. FOR A ... Clean Shave and an Artistic Haircut GO TO JOSEPH ROSNER MAIN STREET �The Maryland Electric Railway Company ANNAPOLIS SHORT LINE Trains leave Baltimore, Camden Station, and Annapolis, Bladen Street Station, every half hour on the hour, and thirty minutes after the hour between the hours of 6 a. m. and 6 p. m., then at 7.00, 8.00, 9.00, 1000 and 11.35 p. m. Between 6 a. m. and 6 p. m. the running time between Baltimore and Annapolis will be 45 minutes; after 6 p. m. it will be 50 minutes. Saving of 30 minutes in a round trip over any other line. �CALENDAR—Continued Nov. Dec. 30—Faculty orders Vonnie to take up his residence with the Juniors. i—Electric railway still under construction. 2—"Cy" gets seat of honor in Chemistry class. 3—Hutson celebrates his icoth appearance as 0. D. 4—Interclass Field and Track meet. 5—Drake breaks world's record for mile race. 6—Ruhl, Adams, Alger, Magruder lead the College classes in Scholarship for November. 7—Basketball practice in full swing under coach Sturdy. 8—Johnson C. L. '10 Captain, and Adams R. K. '10 Manager, of 1910 football team. 9—Heliograph flashes over campus. 10—"Gym" Instructor McLellan arrives. ii—Todd wins on points in sparring match with "Warnie." 12—RAT TAT board gets down to work. 13—Vansant has himself ordered to English and Logic. 14—Long John argues one hour in Economics. 15—Tommy gives football team a feed. 16—Mercer addresses the school. Turk skips all classes. 17—Classes skip Turk. J. NEWTON GILBERT Pharmacist DRUGS CIGARS SODA WATER EAST STREET AND STATE CIRCLE ANNAPOLIS TOLCHESTER COMPANY STEAMER EMMA GILES Popular Route Between BALTIMORE and ANNAPOLIS WEST, RHODE and SOUTH RIVERS PIER 1, PRATT STREET C. & P. 'Phone, 5625 St. Paul Md. 'Phone, Courtland 2628 JOS. M. ZAMOISK1 CO. The Electrifiers ELECTRICAL CONSTRUCTION AND ELECTRIC GAS AND COMBINATION FIXTURES BALTIMORE, MD. 19 LIBERTY STREET, NORTH "The Velvet Kind" Ice Cream Oysters a Specialty CHARLES J. BRADY Successor to Roy V. Tydings LUNCH ROOM C. 8t P. 'Phone 38 Y 226-28 MAIN STREET ANNAPOLIS, MD. �New York Clothing House J02 and 104 E. BALTIMORE STREET Baltimore, Maryland "In the Heart of Baltimore" LEADERS OF FASHIONS �CALENDAR—Continued Dec. Jan. 18—Basketball season opens. St. John's 29— Gallaudet 9. 19—Long John plans. 20—Annual treat to Faculty. 21—Bowlus remains awake during one entire hour. 22—Bowlus goes on sick list. Excuse—Brain fag from staying up late at night. 23—Christmas holidays begin. 2—Jacobs returns. 3—The "professor of steamology" begins work in the new year. 4—The rest of the school returns, and all get down to hard work. 5—Work for the exams are coming. 6—Morris breaks the bean eating record of the college. 7—Morris exceeds his own record. 8—Blades, Bailey, Alger, Magruder lead classes for December. 9—Prof. Sirich plans flight from Gladdenoplis. 10—Railroad class in Gashouse swamp, ii—Cold day, Railroad class inside on computation. 12—Prof. Stryker excuses the class and explains Economics to Bowlus. 13—8tag dance in Gymnasium. R. G. CHANEY ANNAPOLIS Hiring, Sale, Livery and Automobile Stable FURNITURE PACKED, MOVED and STORAGE GEORGE W. JONES BOOKS, STATIONERY AND NEWSPAPERS ANNAPOLIS, MD. 194 MAIN STREET B, WIEGARD Fine Confectionery and Ice Cream Manufactory Hayter's and Whitman's Chocolates, Etc., a Specialty & State House Circle PHONE, '36-M. ANNAPOLIS, MD. 67 WEST STREET RAYMOND L. MOSS GROCERIES, PROVISIONS, SALT MEATS CANNED GOODS, PRODUCE, BUTTER, EGGS, etc. Agent for GOLD MEDAL FLOUR ANNAPOLIS MARYLAND. �MARYLAND AVENUE STORE PHONE No. 224 WILLIAM H. MOSS & CO. Fresh and Salt Meats, Staple and Fancy Groceries Tobacco and Cigars Maryland Avc. and State Circle College Ave. and Bladen St. Northwest of Calverl Street. ANNAPOLIS MARYLAND EVERYTHING IS SEASON CHARGES MODERATE VANSANTS VANSANT, Proprietor and CAFE HOTEL W. H. SEA FOOD A SPECIALTY Cor. State Circle and Francis St., ANNAPOLIS, opp. Capitol, MARYLAND F, C H I L D S GROCER AGENTS FOR STEAM LAUNDRY. ORDERS LEFT OR CALLED FOR AND PROMPTLY ATTENDED TO HERMAN THEISZ THE POPULAR STORE FOR HABERDASHERY, HATS, CAPS, TRUNKS, SUITS CASES, ETC. SM.ona.rch and Claett Shirts. Clttett & Peabody Collars and Caffs. St. Johns College Pennants and Pillotu Covers, etc. 161 MAIN STREET Telephone 266 ANNAPOLIS, MD. C. H. Hildebrandt & Son ESTABLISHED 1838 and dealer in THOMAS S. DOVE OLD VIOLINS KEYSTONE MANDOLINS and GUITARS HIRING and LIVERY STABLES BOARDING by WEEK or MONTH 321 NORTH H O W A R D STREET HAY and FEED C. & P. Phone, 211 BALTIMORE, MARYLAND �CALENDAR—Continued Jan. 14—Shake up on Senior floor. Riihl, Wilson, and Warrenfeltz play " Pussy-wants-a-corner." 15—St. John's 25—B. M. C. 21. 16—Chief reports Zouck for having two glasses of milk at breakfast. 17—Brashears has an argument in Chapel with Tommy regarding his rating. Chapel adjourns 9.30. 18—Turk skips classes. 19—Classes skip Turk. 20—Examination schedule out. 21—Long John shoots holes through his trousers. 22—St. John's 23—George Washington 13. St. John's reserves 23—Georgetown scrubs 42. 23—Todd bets his Floor officer he will get no more demerits. 24—It is reported that Mullikin resembles C. T. S. Gladden. Both are insulted. 25—Examinations commence. 26—Todd moves to another floor. 27—The order of Midnight Sons calls on Todd. 28—Prof. Sirich moves to Senior. 29—St. John's 37—Loyola 17. St. Johns' reserves 38—B. C. C. scrubs n. 30—Some Pinkneyites move to Humphrey. 31—Capt. Wilson calls out candidates for Baseball team. Evening Capital and Maryland Gazette Established 1727 The Weekly in the State EitobluM 26 Yean The Only Daily o( Annapolu Guaranteed Circulation 3,000 A Sure Return for Advertisers An Up-To-Date Job Plant WM. M. ABBOTT Proprietor and Publisher CAPITAL BUILDING 166 and 168 CONDUIT STREET RIDOUT BROTHERS DEALERS IN Men's Furnishing Goods 309 CHURCH ST. ANNAPOLIS, MD STRAYER'S BUSINESS COLLEGE OFFERS COMPLETE COURSES IN Shorthand, Typewriting, Bookkeeping, Etc. SCHOOL OPEN ALL THE YEAR A position for every graduate. Send for catalog Address, Charles and Fayette Sts., BALTIMORE. MD. �HART, SCHAFFNER & MARX New Ideas in ... COLLARS Quarter Sizes NECKWEAR GRIFFON BRAND SHIRTS and other PAJAMAS HIGH-GRADE CLOTHING HOSIERY MADE UP FOR THE ATHLETIC UNDERWEAR BATH ROBES COLLEGE MAN EVENING DRESS Made-to-Measure a Specialty FURNISHINGS, &c. WM. H. THOMAS & CO. Clothiers, Hatters and Furnishers 143 MAIN ST., ANNAPOLIS, MD. �CALENDAR—Continued Feb. i—Dr. Fell goes to New York—to see the millionares. 2—Long John and the big fiddle depart. Bowlus gets a long wished for promotion. St. John's ii—Virginia 26. 4—Gladden C. F. etc., goes to Humphrey to assist. 5—Woodward wins place at George Washington meet. 6—Taylor exhibits strange signs. 7—Tommy explains the First Terms work. 8—New term begins Everyone determines to "study hard and be exempt." g—Floor officers numbered among the early risers. 10—Heine on Malignant grapes and glove-fitting oranges. ii—Taylor's twenty-first birthday. He is now a man(?) 12—Hays departs. 13—Bells ring again in Pinkney. 14—Mullikin gets thirty-three valentines. Mr. Wilkinson lectures on Tennyson. Students in English class busy. 15—Seniors plan for commencement week. 16—Fourth floor society of "Hell Raisers" organize. 17—Taylor has disappeared. JAMES F. STRANGE R. TUNIS STRANGE R. E. STRANGE & SONS INTERIOR and EXTERIOR Decorators Dealers in Wall Tapers, Paints, Oils and Glass 157 Main Street ANNAPOLIS, MD. Telephone 32-Y ESTABLISHED 1870 75 BRANCH STORES C D. KENNY CO. Teas, Coffees, Sugars, High-Grade Baking Powder Drink and enjoy KENNY'S Teas and Coffee Fragrant, Strong, Pure "CHEON" the best 50c. Tea in America Perfection in Coffee—KENNY'S Java and Mocha Both Phones-Long Distance Mail orders given special attention J. EDWARD GUSTY, Manager Baltimore St. and Carrollton Ave.Branch. Baltimore, Md. �STRANGE & WHITE TELEPHONE 46-M High Grade Clothing and Gents Furnishings Pearl Steam Laundry Company 2 and 4 Francis Street Annapolis, Maryland WM. H. BURTIS . . . BENJ. T. RUSSELL, Manager 35 HOLLAND STREET ANNAPOLIS, MD. DR. CHAS. B. HENKEL Boats for Hire PHARMACIST Foot of PRINCE GEORGE ST. ANNAPOLIS, MD 29-31 MARYLAND AVE. FLORAL DESIGNS A SPECIALTY C. &P. Telephone 159-M Quick and Clean Service Meals Cooked to Order Open Day and Night European Plan Good Treatment and Satisfaction Guaranteed $3.60 Meal Tickets Reduced to $3.00 Best Drip Coffee RUDOLPH KAISER FLORIST Grower of Cut Flowers and Potted Plants 104 COLLEGE AVENUE ANNAPOLIS, MD Gottlieb's Department Store ANNAPOLIS, MD. The Maryland Restaurant S. SAMARAS & BROS., Props. Regular Dinner, 25 Cents 168 MAIN STREET Telephone 391-Y ANNAPOLIS, MD ROBERT T. CHANCE DEALER IN ihe Host for the Least Money" Watches, Jewelry and Silverware College Seals and Pins MAIN ST. to STATE CIRCLE Annapolis, Md. 136 CHURCH STREET ANNAPOLIS, MD. �CALENDAR—Continued 18—St. John's, Annapolis 5—St. John's, Brooklyn 36. 19—St. John's 17—B. C. M. C. 36. St. John's reserves 15—Georgetown Scrubs 28. Johnson C. S. wins at Federal games. 20—Anniversary of burning of McDowell. Flag at half mast. 21—St. John's Legislative committee hands in favorable report. 22—St. John's 14—U. S. N. A. 65. 23—MANAGER Zouck arranges tennis schedule. 24—Juniors elect Farewell Ball committee. Taylor returns after long absence. 25—"Uncle Amos" gets Todd a hair cut, shave, shampoo and massage. 26—St. John's 20—Washington and Lee 19. Taylor again disappears. 2 7—Turk orders Marsh to attend Physics. What's going to happen? 28—Prof. Dougherty leaves. March i—Prof. Jones assumes control on the fourth floor. Fisher looks up sick list for February 3 ist. 2—Relay team at hard practice. 3—"Cookie" announces that "Herbie" has taken unto himself a wife. 4—"Tommy" congratulates Taylor over the phone. Look Look! Look! What? Feb. GARDES Is the Most Leading Confectionery anti f ee Cream Store in the City 39-41 WEST STREET Ice Cream Garden and Private Parlor. Bring your Sweethearts with you to try our Celebrated Ice Cream and Candies FRAMES MADE TO ORDER Telephone 459-M J. LYNN McABOY portraiture by $f)otograpf)p Studio, Hotel Maryland Annex MAIN STREET ANNAPOLIS, MD. �\6 TAYLOR ON IT means its the best quality obtainable and that it is sold in a courteous business-like manner. Taylor make of ATHLETIC SUPPLIES Jerseys, Sweaters, Hats, Football, Baseball, Basket Ball and Track Goods are made for those who want THE BEST. Send for handsome 120 page Catalogue free ALEX TAYLOR & CO. ATHLETIC OUTFITTER Established 1897 DON'T FORGET \, when in New York, uie us for HEADQUA �CALENDAR—Continued March 5—Taylor has urgent need of damage deposit. 6—Signs of Spring. Cohen and the close harmony bunch hold down the front campus. 7—Hon. H. B. MacFarland lectures on International Arbitration. 8—Prof. Stryker gives two fives in Economics. 9—Snow storm. 10—Another snow storm. ii—Gladden says he has an appointment. 12—C. L. Johnson "frenches" to the other end of the short line. 13—"Andy" thinks ill of his roommate. 14—DeanandZouck skinTodd with fortune wheel. 15—Bailey waiting for Salisbury High School Girls. 16—Bailey takes French leave. 17—Faculty neglects to soak Bailey. 18—Marsh attends Physics Lab. 19—A brand for the burning—Warrenfeltz. }. HAAS PERFECT FIT T. Kent Green DEALER IN DRUGS, CHEMICALS, TOILET ARTICLES, PERFUMERY CIGARS, TOBACCO, Etc. 170 CHURCH STREET Catior ANNAPOLIS, MD. 322, 324, and 328 S. BROADWAY Opposite St. Patrick's Church BALTIMORE, MD. MAIL ORDERS PROMPTLY ATTENDED TO �E. A. WRIGHT College Ctigrato. Commencement Invitations, Dance Invitations and Programs Menus, Fraternity Inserts and Stationery Class Pins, Visiting Cards Wedding A nnouncements and Invitations SAMPLES CHEERFULLY SENT ON REQUEST 108 CHESTNUT ST. PHILADELPHIA �CALENDAR—Continued March 20—Peter Zouck moves furniture back to Senior Hall and meditates on the choice of evil companions. 21—Dr. Graves tells us what an oyster is. 22—More signs of spring—Koenig twitters. 23—St. John's 5—Navy 6. 24—All go home for holidays. St. John's 6—Virginia 2. 25—St. John's 6—Staunton 5. 26—St. John's 2—V. M. I. 5. 27—Pinkerton on the Sick List. 28—St. John's 3—Roanoke 5. 29—Warrenfeltz follows the Joy Riders to Washington. St. John's 3—V. P. I. 6. 30—St. John's 2—Eastern 4. 31—College opens. April i—April fool. 2—University of Maryland 8, S. J. C. 3. HOTEL RENNERT BALTIMORE, MD. European Plan Centrally Located Entirely Fire-Proof WM. H. LOHMEYER Men's SHIRTS TO MEASURE Furnishings No, 16 N. CHARLES ST. JAMES P. A. O'CONOR Manager �ST, JOHN'S COLLEGE *»* DEPARTMENT OF ARTS AND SCIENCES OF THE UNIVERSITY OF MARYLAND An unbroken history of over 200 Years is the proud record of St. John's Classical, Latin, Scientific, Scientific and Engineering Courses MILITARY DEPARTMENT UNDER ARMY OFFICER Designated by the U. S. Government as one of the six leading military colleges where students have shown great proficiency in military training PREPARATORY SCHOOL FOR BOYS Prepares for St. John's and other colleges and for entrance to the Naval Academy. Large grounds and modern equipment for all college sports For catalogue address the President, THOS. FELL, Ph. D., LL. D, ANNAPOLIS MARYLAND �CALENDAR—Continued April 3—Baseball team spends a day in bed, recuperating. 4—The Pinkney Hall Profs, hold a concert. 5—The students threaten to leave. 6—Heine falls down while doing "about face." 6—Heine practices the "about face." 7—The Band plays a new piece of music. 8—"Battle of Cedar Park." Lieut. Warnie shows his bravery. 9—Swarthmore 9, S. J. C. i. Country School 7, S. J. C. Reserves 13. 10—Baseball team recuperates some more, ii—"Scuds" breaks Pinkerton's sick list record. 12—Mt. St. Joseph's 3, S. J. C. 4. 13—Koontz starts out as a lover, and makes a hit. 13—Dickinson follows Koontz, they return with Bowlus. 14—Warnfeltz holds the fort (the gymnasium) against other students. 15—Tommy makes the Seniors keep off of the grass. 16—Bailey throws a brick through Reddy's window. 16—Todd demands from Amos pay for his tennis racquet. 17—Todd and his Uncle Amos disolve partnership. 18—Hartle can't understand why the inspector will not fall in love with his voice. 19—Franklin and Marshall 3, S. J. C. 4. BALTIMORE'S BEST STORE HOWARD AND LEXINGTON C O L O N I A L THEATRE HIGH CLASS VAUDEVILLE AND MOVINGPICTURES POPULAR PRICES F. W. FALKNER, Manager �CALENDAR—Continued April 20—Nervy leads a charge on Charles St. 21—Saviors of Zayas and Marcer are rewarded. 22—Usual "ante-shirt-tail" parade Marathon race. The "cops" also ran; result—eight pinched. 23—8 X $3.75 = $30. Gee, you could have bought a lumber yard for that! Hagerstown High School 2, S. J. C. Reserves 3. 24—Everybody "cleaning house" for inspection. 25—The Annual Government Inspection. Will St. John's be in the distinguished class? 26—Profs, give us a holiday in order to rest after our hard work. 26—Drake gets sea-sick while sailing. 27—Drake recovers, but declares no more for him. 28—Lieut. Fisher hunts his chicken-coop. 29—The Maryland Intercollegiate Oratorical Contest held at Washington College. St. John's defeated. 30—University of West Virginia 5, S. J. C. 4. A tennis match with Georgetown. May i—Bowlus leads the Epworth League at the M.E. Church. 2—Annual "Shirt-tail" parade. 3—Juniors make their first appearance as O. D. 3—Bailey thinks he likes it. 4—Navy o, St. John's i. We got Navy's Goat. 5—Students skip classes. Some get soaked. COLLEGE ANNUALS <JThe Standard of our production is the highest. CJWe have made a specialty of printing College Annuals for fifteen years. CJWe have the facilities for doing all of the work in our own shop. Williams & Wilkins Co. BALTIMORE MARYLAND �CALENDAR—Continued May 6 —Todd spends whole afternoon trying to "skin the cat." 7 —Kolmer soaks Warnie for disorder. 8 —Warnie accuses Kolmer of trying to lower his average. 9 —"Teas" beat the " Coffees" by an overwhelming majority. 10—Roughhouse on Junior Floor. Everybody stung. ii—Bowlus threatens to report Hartle. 12—Bowlus reports Hartle. 12—Hartle won't speak to Bowlus. 13—Lieut. Fisher cracks a joke in tactics class. 13—"Si" Haslup goes to the dance. 13—Why do the girls sit out dances with Si? 14—Navy 5, S. J. C. 4. Navy rejoices. 14—Everybody sober. 15—Election of Collegian Editorial Board. Hartle goes home. Does he marry? 16—Five students start for the Range without any money and get kicked off the car at West Annapolis. They return to town on foot. 17—Bowlus corrects Prof. Strykerin Economics. 18—Comet's tail strikes Pinkney Hall. Fights pulled off in Pinkney Hall: Ryder vs. Mason; Miller vs. Hutchins. Won't the Sophs be good now? CHAS. G. FELDMEYER Newsdealer SPORTING GOODS A SPECIALTY BOOKS AND STATIONERY HEADQUARTERS SOUVENIR POST CADRS TOBACCO AND CIGARS 48 MARYLAND AVE. ANNAPOLIS, MD. HUGH R. RILEY H. S. KENCHINGTON THE ARUNDEL PRESS Cor. Church Circle and South Sts. (opposite Court House) ANNAPOLIS, MD. The Only Establishment in Annapolis Devoted Exclusively to HIGH GRADE COMMERCIAL PRINTING PROMPT AND SATISFACTORY WORK AT MODERATE PRICES Telephone 568-M P U B L I S H E R S of ST. JOHN'S COLLEGIAN �CALENDAR—Continued May , 19—Rock Hill 9, St. John's 3. Tuck calls for a "squeeze play" on third strike with two men out. 20—Lieut. Fisher out of uniform. At a late hour, "SF'decides not to go to the dance. Last Cotillion Hop of the season. 21—Catholic University 7, S. J. C. n The proof of Rat Tat received from publishers; the Editor-in-Chief goes on a camping trip. Asst. Editor-in-Chief has some studying to do. God bless them. All the work for the Rat Tat in. Thank God. We Print Anything ... From the Cheapest that is Good To the Best that Money Can Buy Small, neat Printing. Two or Three Color Attractive Work or Large Display Posters Advertiser-Republican Job Office Large Edition Printers New Quarters—Opposite Postoffice A. F. SCHUELE REPRESENTING New York Clothing House MAKERS OF HIGH CLASS UNIFORMS AND CIVILIAN DRESS 102 EAST BALTIMORE STREET BALTIMORE, MD. �. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896. Please note that yearbooks were not published every year. Holdings: 1896 v. 1 1898 v. 2 - 1899 v. 3 1901 v. 4 – 1912 v. 15 1914 v. 17 – 1918 v. 21 1920 v. 22 – 1945/1946 1947 – 1951/1953 1957 1982 1986 – 1990/1991 1992 – 2001/2002 2015/2016 – 2017/2018 2021/2022 - 2024/2025 Click on <a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks 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 Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 191, 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rat=Tat 1910 Description An account of the resource Rat-Tat of St. John's College. Published annually by the Junior Class. Volume XIII, Class of 1911. Creator An entity primarily responsible for making the resource Bailey, L. Claude (Editor-in-Chief) Publisher An entity responsible for making the resource available Williams & Wilkins Co. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Date A point or period of time associated with an event in the lifecycle of the resource 1910 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1910 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd05b5c40da99a309e416474d5ff1271.mp3 767c09572ba26b38cad5a1bdc4b58b13 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data M4A Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:29 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 Virtues of Technological Obsolescence: Day, Berry, Lo-fi Description An account of the resource Audio recording of a lecture given by Erik Baker on December 12, 2025 as part of the Dean’s Lecture & Concert Series. The Dean’s Office has provided this description of the event: “People who are concerned about technological change, or who resist the adoption of new technologies, are often depicted as motivated by either an irrational fear of novelty or a purely material concern for their livelihoods. In this lecture, however, I show that many people in the modern U.S. who’ve sought to live and work with technical methods deemed obsolete have instead been animated by their desire to pursue a set of virtues they feel they could not achieve utilizing state-of-the-art technologies. I focus on three distinctive cultural milieus: the Catholic Worker movement led by Dorothy Day and Peter Maurin in the 1930s and 1940s; the back-to-the-land movement of the 1960s and 1970s, whose ideals were eloquently expressed by the poet and farmer Wendell Berry; and the ‘lo-fi’ music movement of the 1990s, exemplified by artists such as Pavement, Guided by Voices, and the Mountain Goats. To a surprising extent, these movements all prized a common set of virtues, including humility, self-sufficiency, and creative expression, which they believed they could only cultivate by working with ‘outdated’ technology. But they differed in their assessment of the extent to which it was possible for individuals to fully perform these virtues without broader changes to the political and economic structures of modern society.” Creator An entity primarily responsible for making the resource Baker, Erik Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2025-12-12 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Technology Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_BakerE_The_Virtues_of_Technological_Obsolescence_2025-12-12 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6f4f4d6e9d4220eb763b33f24aaddf92.pdf 6c3ebd78ca9f132013dbc5b0911f60ae PDF Text Text Steve Baker sjb2009@columbia.edu Fame and the Solitary Life: Rethinking the Liberal Arts through the Paradoxes of Petrarchan Humanism Steve Baker Columbia University “When we are free from necessary business and other concerns we are eager to see or to hear or to learn.”1 – Cicero, De Officiis, I, 13 (trans. M. T. Griffin) Much has been made of Petrarch’s momentous discovery of Cicero’s collection of familiar letters to his friend Atticus, the so-called Ad Atticum.2 Uncovered in 1345 in Verona, it marked a decisive turning point in the development of Petrarch’s work.3 Yet, relatively little has been made of Petrarch’s analogous discovery in 1333 of Cicero’s Pro Archia.4 Its importance 1 “Cum sumus necessariis negotiis, curisque vacui, tum avemus aliquid videre, audire, discere.” 2 On Petrarch’s discovery of Ad Atticum in 1345, see Kirkham, “A Life’s Work” in Petrarch: A Critical Guide to the Complete Works, p. 21 ff.: “As a ‘born-again’ ancient, Petrarch made his greatest manuscript discovery in the Verona cathedral library, the sixteen books of Cicero’s Ad Atticum along with two minor collections, to the Roman orator’s brother Quintus and to Brutus. From these, which the classics detective excitedly transcribed over several weeks in the spring of 1345 (a period when he also came to know Dante’s son Pietro Alighieri), Petrarch took the tremendous idea of collecting his own letters.” See also Billanovich, “Dall’Epystolarum mearum ad diversos liber ai Rerum familiarium libri XXIV,” pp. 1-55. 3 On the influence of the Ad Atticum on Petrarch and Renaissance letters, see Witt, “Medieval Ars Dictaminis and the Beginnings of Humanism: A New Construction of the Problem”; Eden, The Renaissance Rediscovery of Intimacy, pp. 49 ff.; and Fantazzi, “General Introduction” in Vives, De conscribendis epistolis. 4 On Petrarch’s discovery of the Pro Archia, see Seniles XVI, 1. During a grand northern European tour he took under the aegis of his Colonna patronage in 1333, Petrarch made a detour to visit a monastery in Liege (Belgium) reputed to be rich in manuscripts. It was there that he found and quickly copied two hitherto unknown Ciceronian orations, the Pro Archia and the apocryphal Ad milites romanae, one of which he quickly copied and had a friend copy the other. Since Petrarch’s travel expenses were covered by the Colonna, Wilkins (Studies in the Life and Work of Petrarch, pp. 5-8) assumes that he probably also served in some kind of official way, either as messenger or cultural attaché or diplomat. Regarding Petrarch’s service as “capellanus continuus commensalis” to the Colonna family, see Dotti, Vita di Petrarca, pp. 28-47. 1 �Steve Baker sjb2009@columbia.edu cannot be overstated.5 Stumbling upon the neglected manuscript in a monastery library in Liège, the twenty-nine-year-old recent law school drop-out struck on not only an impassioned validation of his decision to pursue a life in letters but also a platform from which to launch the cultural revolution that would become Renaissance humanism.6 In just the first few pages of the Roman orator’s defense of the poet Archias, Petrarch found what would become the blueprint for much of his long and illustrious career.7 With its themes of the “elevating influence of poetry” (III, 6), the role of friendship and patronage in the professional poet’s life (III, 6), the question of pan-Italian Roman citizenship under the Lex Iulia (IV, 6-7), and its praise of literary studies (VI, 12-14), the Pro Archia resonates in far-ranging ways through Petrarch’s humanistic project: from his literary works to his epistolary politics, from his neo-Latin epic, the Africa, to his support for Cola di Rienzo’s quixotic attempt to resurrect the Roman republic and unify Italy. 5 See Pastore Stocchi, Petrarca e i potenti della terra, pp. 49-50; Pastore Stocchi, Introduzione in Petrarca, Opere latine, pp. 15-17; and Guglielminetti, Petrarca e il petrarchismo, pp. 33. 6 See Cicero, Pro Archia, II, 4: “Nam ut primum ex pueris excessit Archias atque ab eis artibus quibus aetas puerilis ad humanitatem informari solet, se ad scribendi studium contulit.” (”As soon as Archias had left behind him his boyhood, and those influences which mould and elevate his boyish mind, he applied himself to the pursuit of a literary career.”) All translations of the Pro Archia are from the Loeb edition translated by Watts. On the origins of humanism, see also Kristeller, “Humanism and Scholasticism”; Weiss, The Dawn of Italian Humanism; Witt, “Medieval Italian Cutlure and the Origins of Humanism as a Stylistic Ideal,” pp. 29-70. 7 The symphonic opening sentence of the oration validates the value of literary pursuits in the legal profession (Cicero, Pro Archia, I, 1): “Si quid est in me ingeni, iudices, quod sentio quam sit exiguum, aut si qua exercitatio dicendi, in qua me non infitior mediocriter esse versatum, aut si huiusce rei ratio aliqua ab optimarum artium studiis ac disciplina profecta, a qua ego nullum confiteor aetatis meae tempus abhorruisse, earum rerum omnium vel in primis hic A. Licinius fructum a me repetere prope suo iure debet” (“Whatever talent I possess (and I realize its limitations), whatever be my oratorical experience (and I do not deny that my practice herein has been not inconsiderable), whatever knowledge of the theoretical side of my profession I may have derived from a devoted literary apprenticeship (and I admit that at no period of my life has the acquisition of such knowledge been repellent to me), – to any advantage that may be derived from all these my friend Aulus Licinius has a pre-eminent claim, which belongs to him almost of right”). 2 �Steve Baker sjb2009@columbia.edu The Pro Archia is not so much a defense of an individual poet as it is a panegyric on the importance of the liberal arts and those who cultivate them.8 The value of humanistic studies, according to Cicero,9 lies in their usefulness in matters of state and the expansion of its sphere of influence: “literature exalts the nation whose high deeds it sings.”10 In praising poets for the benefit they bring to the life of the republic and its citizens by incentivizing them with the promise of immortality for their noteworthy deeds, Cicero’s Pro Archia presents the deep 8 Cicero, Pro Archia, I, 2: “Etenim omnes artes quae ad humanitatem pertinent habent quoddam commune vinculum et quasi cognatione quadam inter se continentur.” (”Indeed, the subtle bond of a mutual relationship links together all arts which have any bearing upon the common life of mankind.”) The way Cicero phrases the common bond that all arts have with each other is richer than Watts’ English translation here suggests. In the original: “quasi cognatione quadam,” in English literally means: “as though by a kind of kindred relationship,” or “by a sort of, as it were, blood relationship.” Cicero qualifies cognatione with both quasi and quadam because he is using the term, which technically describes a familial, blood relationship, metaphorically (see, also, quoddam commune above and quasi divino quodam spiritu, further down in the passage). These are the exaggerated signposts he is deploying in order to make it clear that he is asking his audience to indulge him as he uses in his defense a new style of speaking (“novum genus dicendi”), one suited more to the nature of his client, a poet, than to a court of law. On the usefulness of literary studies, see also, Cicero, Pro Archia, VI, 13: “[...] ex his studiis haec quoque crescit oratio et facultas, quae quantacumque in me est, numquam amicorum periculis defuit” (”[...] my devotion to letters strengthens my oratorical powers, and these, such as they are, have never failed my friends in their hour of peril”). 9 Cicero, Pro Archia, VI, 12: “Ego vero fateor me his studiis esse deditum: ceteros pudeat, si qui se ita litteris abdiderunt ut nihil possint ex eis neque ad communem adferre fructum, neque in aspectum lucemque proferre” (“I am a votary of literature, and make the confession unashamed; shame belongs rather to the bookish recluse, who knows not how to apply his reading to the good of his fellows, or to manifest its fruits to the eyes of all”). 10 See Cicero, Pro Archia, X, 23: “Propterea quod Graeca leguntur in omnibus fere gentibus, Latina suis finibus, exiguis sane, continentur. Qua re si res eae quas gessimus orbis terrae regionibus definiuntur, cupere debemus, quo manuum nostrarum tela pervenerint, eodem gloriam famamque penetrare: quod cum ipsis populis de quorum rebus scribitur, haec ampla sunt, tum eis certe, qui de vita gloriae causa dimicant, hoc maximum et periculorum incitamentum est et laborum” (“Greek literature is read in nearly every nation under heaven, while the vogue of Latin is confined to its own boundaries, and they are, we must grant, narrow. Seeing therefore, that the activities of our race know no barrier save the limits of the round earth, we ought to be ambitious that whithersoever our arms have penetrated there also our fame and glory should extend; literature exalts the nation whose high deeds it sings, and at the same time there can be no doubt that those who stake their lives to fight in honor's cause find therein a lofty incentive to peril and endeavor”). 3 �Steve Baker sjb2009@columbia.edu affiliation between politics and literary or artistic production.11 Petrarch’s encounter with the poet Archias through Cicero will forever assure a place for poetry at the center of the vocation of the humanist. It played, for example, a decisive role at this early stage in his life seeing that it also inspired the address he delivered eight years later when he was crowned poet laureate on the Capitoline Hill in Rome on Easter Sunday in 1341.12 Deemed the “first manifesto of the Renaissance” by Ernest Hatch Wilkins, Petrarch’s Coronation Oration is a classically inspired treatise that valorizes the role of the poet in society.13 Like Cicero in the Pro Archia,14 and as Ennius did before him, Petrarch places poets in 11 See Pastore Stocchi, Petrarca e i potenti della terra, pp. 49-50: “Ma un’esaltazione della poesia come quella che il Petrarca scoperse e divulgò, a partire dal 1333, con l’orazione ciceroniana Pro Archia, ammetteva appunto un’accezione più ampia, per la quale la persona stessa del poeta era esaltata e consacrata come augusta e influente. D’altro canto, le biografie di Orazio o di Virgilio, ma anche, per esempio, di Aristotele, rilette in questa luce, apparivano confermare una speciale attitudine del poeta e del filosofo a definirsi quale amicus principis per eccellenza, potenzialmente affiancabile ai potenti terreni in una sorta di diarchia: illusione carezzata ancora, fino alla morte di Lorenzo de Medici, dal Poliziano e da altri intellettuali della cerchia medicea. Ma se mai questa illusione egemonica, che a un certo numero di umanisti affermati non accordò mai se non qualche cancellierato e molte cadute in disgrazia, poté sembrare vicina a realizzarsi per davvero, questo avvenne con il Petrarca: primo e probabilmente unico letterato moderno cui sia stato così universalmente riconosciuto un primato anche sociale, non per la ‘gratia Dei’ che incoraggiava Dante a parlare, ma per il carisma della sua intelligenza e del suo sapere.” 12 See Fam. IV, 8 to Barbato da Sulmona: “Idibus Aprilis, anno etatis huius ultime millesimo trecentesimo quadragesimo primo, in Capitolio Romano, magna populi frequentia et ingenti gaudio, peractum est quod nudiustertius de me rex apud Neapolim decreverat: Ursus Anguillarie, comes ac senator, prealti vir ingenii, regio iudicio probatum laureis frondibus insignivit” (“On the Ides of April, and in the 1,341st year of this age, on the Roman Capitoline, in the presence of a large multitude and with great joy, there occurred what the King of Naples had decreed for me the day before yesterday; Orso dell’Anguillara, a friend and senator, a man of lofty talents, honored me with the laurel crown as approved by the King’s judgment”). A majority of book IV of the Familiares is dedicated to recounting the vicissitudes surrounding the coronation though he never describes many of the specific details of the event itself. 13 For the manifesto pronouncement, see Wilkins, “Petrarch’s Coronation Oration,” p. 300. For a reconstruction of the events surrounding the coronation, see Tatham, Francesco Petrarca: The First Modern Man of Letters (His Life and Correspondence: A Study of the Early Fourteenth Century 13041347), II, pp. 104-52; Wilkins, “The Coronation of Petrarch.” See also Pastore Stocchi, Petrarca e i potenti della terra, pp. 50: “Il riconoscimento, cioè, dell’umanista quale titolare di uno status eccezionale, che delle sue competenze trae vantaggio per collocarlo ai vertici del corpo sociale. Era, certo, un’utopia effimera, nutrita a sua volta di altre più antiche utopie accreditate dalla tradizione classica con argomenti più or meno speciosi.” 4 �Steve Baker sjb2009@columbia.edu league with princes – not least of all because the same laurel wreath adorns both poets, when crowned with literary glory, and princes, in a triumphal military procession.15 The prince needs the poet in order to ensure that the glory of his deeds will endure long into the collective memory of posterity.16 The poet needs the prince for such favors and privileges patronage can provide, namely, the protection of the very otium or leisure necessary to produce such timeless works of commemorative art.17 14 The Pro Archia is first mentioned by name in Petrarch’s “The Coronation Oration,” p. 301: “Take not my word for this, but Cicero’s, who in his oration for Aulus Licinius Archias has this to say of poets: ‘We have it upon the authority of the most learned men that whereas the poet attains through his very nature, is moved by the energy that is within his mind, and is as it were inspired by a divine inbreathing – so that Ennius fairly calls poets sacred in their own right, since they appear to be commended to us by the possession of a divine gift.’” And again toward the end at Petrarch, “The Coronation Oration,” p. 308: “Certain illustrious men, foreseeing such a possibility, have kept poets with them and held them in high honor, so that there might be someone who would hand down their praises to posterity – a matter carefully set forth by Cicero in his oration for Aulus Licinius Archias, to which I have already referred.” See Petrarch, “The Coronation Oration,” p. 309, where the full Ciceronian passage with the anecdote itself is quoted verbatim. 15 On Petrarch’s linking of poets to princes by means of the honor of the laurel crown, see Wilkins, “The Coronation of Petrarch,” pp. 155-97; for an analysis of his oration, see especially pp. 172-9. See also Petrarca, Rvf. 321 and 322 and the companion piece by Giacomo Colonna congratulating him on the coronation cited in the notes of most editions of Petrarch’s Canzoniere (Rvf. 322), “Se le parti del mio destrutte.” See also Petrarca, Collatio inter Scipionem Alexandrum Hanibalem et Pyrrum in Martellotti, Scritti petrarcheschi, pp. 321-46. 16 Petrarch, “The Coronation Oration,” p. 308: “Many mighty men and warriors, and others who have deserved eternal memory have passed into oblivion simply because they had not the good fortune to be recorded by capable authors, as Horace says so well in his Odes: “Many mighty men lived before Agamemnon, but all are buried in a tearless night,” and the reason follows: “since they lack an inspired bard” (Horace, IV 9, 25-28). Certain illustrious men, foreseeing such a possibility, have kept poets with them and held them in high honor, so that there might be someone who would hand down their praises to posterity – a matter carefully set forth by Cicero in his oration for Aulus Licinius Archias, to which I have already referred.” 17 As Luisa Secchi Tarugi rightly emphasizes, Petrarch wavers between otium and negotium, between withdrawn study and political and social passion, fully aware of the fundamental role of the intellectual in society. The idealized image of his humanist hero is a paradoxical mix of seemingly contradictory qualities, action and contemplation, public virtue and private diligence. Just such a figure makes an appearance in texts as early as his coronation oration of 1341. See Secchi Tarugi, Petrarca e l’umanesimo. 5 �Steve Baker sjb2009@columbia.edu Yet the value of solitude is not reserved for the poet in this ancient formulation of the equation. Solitude was seen as a precious resource even for the statesman. The very first exemplum from classical antiquity Petrarch places under the first subheading of the first book of his Rerum memorandarum libri, the one dedicated to the virtue of solitude, is none other than the great “solitudinis amator,” Scipio Africanus, who is not necessarily the first person you would associate to a life of withdrawal and studious leisure. The great general and man of action who worked to defeat Hannibal in the time of the Carthaginian threat was remembered even in antiquity as someone who cherished every precious moment he could spend some time alone with his thoughts as well as with his most trusted friends.18 This is what made him great. This is what makes him the paragon of Petrarch’s ideal humanist hero: someone who strikes the kind of balance between the active and the contemplative, the private and the public, that nevertheless leads him to great achievement on the stage of history. As it turns out, contrary to popular belief, Petrarch was much more than a sylvan love poet, the self-proclaimed solitary singer of Laura whose authorship of a tract on the virtues of the life of solitude is more nuanced and complex than a superficial reading might suggest. In fact, if we take a closer look at what Petrarch's De vita solitaria is all about I think we'll see just how idiosyncratic his early modern brand of humanism really is. Book II of the work opens with a long list of hermits. He tells us just enough about each of them to find out that they all have something paradoxical in common. Despite their withdrawal from the world of human affairs, they all earned great recognition and even fame in society. Some are more “famous” than others, but he ends his list with a slightly longer description of St. Anthony,19 the religious recluse par 18 Valerius Maximus, Chap. VIII, 8: “Since leisure appears to be diametrically opposed to diligence and study, it has the best claim to be subjoined to them, not leisure by which efficiency loses strength but by which it is revived. For the former is to be avoided even by the lazy, the latter is sometimes to be sought even by the energetic, so that as to the first they do not lead a life of perpetual inactivity, and as to the second that by timely intermission of work they may come the brisker to its resumption. / That illustrious pair of true friends, Scipio and Laelius, joined one to another by the bond of affection and also by partnership in all virtues, just as they followed the path of active life with equal tread, so did they find relief together in mental relaxations. For it is agreed that they used to pick up shells and pebbles wandering on the beaches of Caieta and Laurentum, and P. Crassus often declared that he had learned this from his his father-in-law Scaevola, who was Laelius’ son-in-law.” 19 Granted, some are more “famous” than others, but he ends his list with a longer biographical sketch of one of the most famous hermits of all Antonio, about whom he writes to Boccaccio in Sen. XVII, 2 in a 6 �Steve Baker sjb2009@columbia.edu excellence who cultivated such a reputation for wisdom and restraint – earning for himself so much admiration and respect –, that he was even sought out by the emperors of Rome and invited into relationships of “amicitia” with them for the sage advice he could lavish on them. To anyone familiar with Petrarch's career not only as the solitary singer of Laura, but also as public intellectual, court advisor and diplomat, this might ring a bell. So much of this minihagiography resonates with Petrarch’s own biography right down to the word choice and focus on his relations with those in positions of power. In fact, he even goes on to emphasize the fact that Anthony found himself in such intimate interaction with the emperor that he exchanged “familiar” letters with them on a regular basis, as Petrarch himself did with dozens of the powerful figures not only in the papal court at Avignon, but also in the centers of power throughout Italy and across Europe.20 And so, as early as this late medieval moment of cultural transition and intellectual rebirth, the study of eloquence and philosophy – in short, the foundations of a liberal education – was intended for the betterment of society. The binary of contemplative and active was not a mutually exclusive one. And as we can see from his choice of examples, even the religious was not excluded from the realm of human concerns. It is no mystery then that Petrarch’s cultivation of the solitary life was never meant to be taken as an end in itself. As it was in antiquity and would be in the later tradition of Renaissance humanism, the studia humanitatis were always meant to bolster an individual’s participation and accomplishment in other areas of life. Time outside the fray spent learning in quiet contemplation, cultivating the self, is what gives the Petrarchan humanist the personal fortitude necessary for productive engagement with the world of human affairs. Petrarchan humanism synthesized the contemplative and the active lives. comparison between their humble friendship and the one cultivated between Anthony and St. Paul of Thebes (Paul the Theban). Theirs is another exemplary case of intimacy between hermits, humble men dedicated to learning and letters, with little in the way of earthly goods to their name. As if the two had anything to do with each other: riches and friendship. 20 Petrarch, The Life of Solitude, II, i, chapter 2, p. 192: “I might go on to tell [...] how Roman Emperors, attracted by the miracle of his fame, addressed letters to him with the reverence due to a father and were immensely delighted when they were accorded the honor of a reply.” 7 �Steve Baker sjb2009@columbia.edu Petrarch's panegyric On the Solitary Life opens with an exhortation to the reader to cultivate their soul at least as much as they might busy themselves with a myriad other trifles in their daily lives. But what is the solitary life good for?21 First on the list is to serve God, which he deems the only truly free and happy occupation of our souls; next is to cultivate our ingegno, namely, our intellect, our creativity, our mind; lastly, it is for meditation and writing, for planning and creating something to leave behind for posterity to remember us by, and thus to stop the fleeing of time and lengthen our all too brief lives through creative output. And so he prescribes a venue for this brand of solitude that is conducive not only to introspection but also to culture. It should be a place friendly to books, since literary concerns should also be at the forefront of ones leisurely activities. He also makes it clear that by solitude he does not necessarily mean being always strictly alone, that kind of extreme solitude he calls inhuman. Further layering paradox upon paradox, for Petrarch, one should populate their solitude with choice company.22 “Besides,” he says, “I never persuaded those for whom I said solitude was advantageous that in their desire for solitude they should despise the laws of friendship. I bade them fly from crowds and not from friends. [...] Let his leisure be modest and gentle, not rude; let his solitude be tranquil, not savage; in short, let it be solitude and not barbarism.”23 Inhuman solitude is missing its “participe,” its companion, its friend. “It will never be my view,” he continues, “that solitude is disturbed by the presence of a friend, but that it is enriched. […] I would share my solitude like everything else with my friends, believing that Seneca spoke with true humanity when he said that ‘no good thing is pleasant to possess without friends to share it’ (Epistles, 6). Solitude is a great and sweet possession.”24 21 Petrarch, De vita solitaria, p. 327 22 Arendt, Men in Dark Times, p. 24: “As is well known the ancients thought friends indispensable to human life, indeed that a life without friends was not really worth living. In holding this view they gave little consideration to the idea that we need the help of friends in misfortune; on the contrary, they rather thought that there can be no happiness or good fortune for anyone unless a friend shares in the joy of it.” 23 Petrarch, The Life of Solitude, I, v, chapter 4, 162. 24 Petrarch, The Life of Solitude, I, v, chapter 4, 163-5. 8 �Steve Baker sjb2009@columbia.edu What is solitude with friends, this state of being “alone together,” but another of the classic oxymorons of Petrarchan poetics like the famous “icy fire,” “sugared grief” and “sour delight” of his love lyrics. The difference between extreme and inhuman solitude that desires only pure withdrawal and the more humane version that seeks not only to be alone but also to be in company, that wants to learn but also teach, to listen as well as speak, represents in the broadest sense one of the differences between Epicureanism and Stoicism. It’s a two-way road and which is where Seneca’s “humanius dictum,” his most human saying comes in: there is nothing worth having unless you have a friend (to enjoy it with you). By now it should be apparent that Petrarch has a very specific genealogy in mind when he extols the virtues of a life of solitary leisure. Never does it imply complete withdrawal from the activities of civic life. Instead, it implies the balanced approach one should take to the affairs of the society of man.25 Petrarch transforms retired leisure into a valuable life devoted to liberal studies and friendship. He says that he has yet to see any of his contemporaries (322, 326, 328) make a successful contribution to the public welfare. Those who devote themselves exclusively to public service risk losing control of their own lives, passions and minds. Hence his praise for Scipio Afrianus, the statesman who perfectly embodies, in Petrarch's view, the right balance of the active and the contemplative. With Petrarch the ethos of otium begins to transform the goal of everyday life into one involving self-knowledge and the cultivation of individual talents, a life populated by good friends and good books. 25 Sen. XVII, 3; Bernardo, p. 655: “[…] et occupatio mea maior et tempus angustum erat, idque ipsum, ut nosti, bellicis undique motibus inquietum, a quibus etsi animo procul absim, nequeo tamen fluctuante republica non moveri.” (Sen. XVII, 3, 1). He puts it rather poignantly in one of the Seniles he addresses to Boccaccio towards the end of his life. He sums up his attitude towards the balance between withdrawal and involvement thus: “[…] and at that, as you know, I was disturbed by war breaking our on all sides. Though I am far from sympathizing with it, I still cannot avoid being disturbed by the ups and downs of the republic.” Moments like this – and there are many, particularly as one delves deeper into his corpus of letters – show any picture of a happily withdrawn hermit Petrarch, quietly whittling away his days over his studies and at peace, to be overly optimistic. Instead, he was subject to all the fluctuations, upheavals and disorder that plagued Italy in the mid-fourteenth century. The contingencies of the historical moment in which he lived incessantly impinged on his living, no matter how much in his writings he is able to transcend to the timelessness that so much of what his writing has achieved, which is what made those precious moments of solitary peace and quiet all the more valuable. It is perhaps also fitting that these remarks regarding the patience required in order to maintain one’s soul at peace even in the face of adversity, in this case threats of violence and destruction with the outbreak of war menacing from all sides, are found in the prefatory remarks to the letter in which Petrarch’s Latin translation of Boccaccio’s Griselda is found. In some ways it could also give us some clues as to how Petrarch read the story of the steadfastness of Boccaccio’s “insigna uxor.” 9 �Steve Baker sjb2009@columbia.edu “Whoever invades him in this retreat should have occasion to marvel that humanity, which is exiled from the cities, inhabits the wilderness and that while he has found bears and lions in populous places, in solitude he has discovered angelic man. Such is my feeling in the matter, and this I hold to be the middle of the road between the two extremes.”26 In the oasis of our universities these are the kind of qualities that we as liberal arts educators instill in our students, they are what will ultimately make our students more responsible citizens, pave the way to them becoming empowered leaders and lead them to live more rewarding richer lives. And so with Petrarch I say, “read the classics and be free.” It is the imaginative venture of Petrarchan leisure to allow private individuals, who are not necessarily religious contemplatives or philosophers, time to cultivate the virtues of a higher life of the mind and spirit. And that's what a liberal education is for: a socially mandated four years of retreat from the tempest of the world to do just this, so that no matter what they go on to do in life they will have the tools succeed when the tempest comes a calling as it always inevitably does. 26 Petrarch, The Life of Solitude, I, v, chapter 4, 162. 10 � 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 "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 10 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fame and the solitary life : rethinking the liberal arts through the paradoxes of Petrarchan humanism Description An account of the resource Paper presented on October 17, 2014 by Steve Baker at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Baker, Steve J. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-17 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004519 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7457989ceed7591eb79a8a44a8bae02.pdf 3f03affa238977baaed011aedd5e849c PDF Text Text :: I :} . J ' ,· -~-1 r_J ,Jc"' .. / td !.. : .:·· .1 ./ ::{ff \ :=: ! r:.::' ,'";_-;:I \ t:1 ;:: -::.:i ::\ ... ·...... "" hi . if l~ .... ., ~ . i' I I f / J._' VOL.I 1\)0 l --- SEPT i .. / _:// /'/ :": '! ._.,.,.' } I I 1' 1957 , ST. JOHNS COl,LEGE ANNAPOLIS, MARYLAl~D �TABLE OF CONTENTS Behind the Looking Glass (Best Essay by a Sophomore or a Junior, 1957) Most Elegant Solution of a Mathematical Problem by a Sophomore or Junior, 1957 Sonnet for an Astrolabe (Best Original Sonnet, 1957) Hymn to Home Michael Dickson Sanford Peter Milton Rice David Clifford Jones E. H, Mini (Betty Joan Beck was awarded the prize for the best freshman essay in 1957 for her paper "Destiny and the Platonic Soul. 11 The editors regret that s~ace limitations precluded the publication of her paper.) �This year the St. John's Collegian will be a new Collegian, a different Collegian, a Collegian which will be the sounding-board for the community's critical and creative thinking. Since the Collegian has no staff, with the exception of an editor or two, it is entirely dependent on the College community as a whole for its contents. We, the editors, are responsible for the selection of material; all contributions literary or otherwise will be given the closest attention and, if space allows, all worth-while efforts will be published. We hope that the Collegian will be the mirror of your discourse, the gauge of your temper, and the voice of your opinion. Chris Griffin James A. Baldwin �BEHIND THE LOOKING GLASS Michael Sanfor d Acknowledgment The writer is grateful to the instruction of Mr. James Caldwell of the University of California for his courses in the history of English literature. He also aclmowledges a debt to Hr. Jacob Klein for his instructive lecture "History and the Liberal J1rts 11 , in which he labored to demonstrate that history is not a necessary form of the understanding. I There is no more striking characteristic of modern education than the fact that it is intensely concerned with the study of history. By means of a highly developed methodology the farniliar forms of history, "ancient", "medieval" and "modern European", have become extre1 i1ely thorough and precise studies. Archeological research, the discovery of ancient ruins and tombs, the deciphering of curious manuscripts, all have enormously increased and refined our lmowl edge of the past. But the modern interest in history is by no means manifested only in the Dnprovement of the techniques of research. On the contrary, the most important characteristic of this interest comes to light when we consider the very special r.mnner in which educators conceive of the relation between history and the other disciplines. It is :impossible to over-emphasize, for example, the Dnportance of history to the so-called "humanities". Wherever literature, philosophy, music, and art are studied, they are studied as the history of literature, the history of philosophy, the histories of music and art. But not only with respect to the humanities is this the case. Nearly any subject can be studied historically. Hence we find histories of mathematics, histories of chemistry, histories of psychology and sociology, economic history, histories of the biolo gical sciences, the history, if we pl e as~ of history itself. We might say, then, that modern education is not merely ~~rned with history; it is preoccupied with history in a' most important way. History has come to be conceived as a kind of substructure upon which the other aspects of learning are to be built; a universal science whose framework is to encoiilpass the other disciplines. This tendency to "universalize" seems to be a characteristic peculiar to history. No one propos es, for example, that there is a "botanical approach" or a "meteorological approach" to problems outside those fields, yet there seens to be an "historical approach" to nearly every kind of problem. (There are, of course, analogous tendencies to make universal claims on the part of the social sciences, but that is becaase these sciences themselves are partly the result of a special application of the historical way of looking at things. They arise from a meeting of the historical perspective with statistical mathematics and the discoveries of psychology.) �This insistence on the importance of history in its relation to other areas of knowledge embodies a special emphasis which must be made clear. When history is united, for example, with the study of philosophy, the result is not, as one might expect, simply the study of the views held by philosophers in the past; it is not the familiar use of history made by Aristotle: calling into counsel the views of those of our predecessors who have declared any opinion in order that we may profit by whatever is sound in their suggestions and avoid their errors. Rather, f or the purposes of this study, the whole great body of historical knowledge, all the available infonnation concerning the activities, institutions, and ideas which prevailed during the lifetimes of the various philosophers, is taken over into this study and applied by a process of inference to the writings of these men. The aro.phasis here is upon the implicit asswnption that the relation between a writer and his historical surroundings, that is to say, the relation between history and hU!ilan ide~s, is not an incidental but a crucial one. A writer is viewed as both an "expression" and as one who "expresses" the "s'Pirit of his age". This emphasis is particularly evident with respect to the hur.ianities, where it is seriously maintained that a piece of literature or work of art cannot be understood with out proper consideration of the ap{lropriate 11 cultural" and historical background. It is less evident with respect to mathematics and the natural sciences, where, however, history and historical inferences are used to explain the "failures" of the ancients and the "progress" of the moderns. It is {lrimarily with respect to this very question of history that modern education is distinguished from traditional education in the liberal arts. The 11 universalization 11 of history tends unavoidably to the destruction of the autoDomy of the traditional disciplines. But the consequences of this 11 doctine of history" are even more serious and far-reaching. In the light of the historical perspective all ideas become the functions of their "cultural" surroundings; the truth itself, therefore, is considered to be relative to historical circur.istance. The inevitable result is an historical restatenent of the familiar doctrine of Protagoras: "history itself" becoriles the measure of all things. But this is not to say that knowledge is essentially a matter of convention and hence arbitiary. The proposition is rather that knowledge is dependent in a crucial way upon historical circunstance. Thus the result is not pure Protagoreanism, but precisely historica! Protagoreanism. What we have here, then, is tantanount to a critique of human knowledge, in the name of history. Presumably, if such a critique is to be self-consistent and thus truly historical, it must draw its validity not from non-historical philosophical principles, but from the nature of history itself, We shall ask theref~re, as the subject of this paper, whether the modern doctrine of history (the"historical perspective" or "historical approach") does, in fact, find its roots in the nature of history. Does the modern conception of the relation of history to the other disciplines (embodying the special emphasis mentioned above) follow analytically fro1~1 the kind of thing history is? Or is it an extension of history, an application of the historical perspective to phenomena which are only incidentally historical? In an attempt to answer these questions it is n~cessary first to try to formulate the essential characteristics of history. �II One of the earliest and most fundar.1ental observations made by men is that they are inescapably creatures of time. We live, move, and change in tir.1e; we are aware of the present, we look forward to the future, we remember the past. Since our own experience of time is lDnited, since our lives span only a short period of time and our memories encompass an even shorter one, we ponder that great body of time whie:h is beyond our own experience~ We wonder about the future, and finding it closed to direct investigation, we try to devise means of predicting its contents. We seek to find the past; and history, the study of the past time, the discovery and reconstruction of the past, comes into being. But this understanding of history needs an Dnportant qualification. Not every aspect of past tDne belongs to history. Any phenomenon which changes in time and hence virtually all the phenomena of nature may be said to have a past, but the study of such phenomena is not usually called "history". The investigation of the great geological ages in tho development of the earth belongs not to the study of history but to the study of geology. Genetics, as the study of the ontogeny of animals, the biological theory of evolution, and more generally, the studies of the physical and chemical changes of natural (temporal) phenomena, are not regarded as historical studies. History seems rather to mean the study of the past with respect prir.J.arily to human affairs. It encompasses human activities in all their manifestations: the civil affairs and inter-reactions of nations: laws, wars, parleys, treaties; the rise and decay of social institutions and, in general, all the arts, sciences, artifacts, customs, and contrivances of mankind. In this sense the sciences mentioned above do belong to history. That is to say, they belong to history not with respect to their own objects, but just in so far as they belong to human activity in general. The d0111ain of history, then, in its most familiar signification, is the study of past time with respect to human affairs. The task of discovering and reconstructing the past is not an easy one. Historical knowledge can only be more or less accurate, and special skills are needed in the attempt to establish reliable historical facts. All the available evidence must be thoroughly deciphered, examined, compared, and checked with the greatest care. Hence Thucydides (Book I): With reference to the narrative of events, far from permitting myself to derive it from the first source that came to hand, I did not even trust my own impressions, but it rests partly on what I saw myself, partly on what others saw for me, the adcuracy of the report being always tried by the most severe and detailed tests possible. My conclusions have cost me some labour from the want of coincidence between the accounts of the same occurrences by different eye witnesses arising sometimes from imperfect memory, sometimes from undue partiality for one side or the other. By laborious and painstaking research, then, past time is filled in with historical particulars and organized in the form of a written sequence of events. Thus we have history in its most familiar forrn, i.e., written narrative; Herodotus, Gibbon, Toynbee, The History of New Zealand, The History of the American Labor Unions, and modern textbooks and periodicals on the subject of history. Two points are to be made in connection with this fact. �II a First, in so far as it is written narrative, history is a form of literature; it must employ the principles of grammar, logic, rhetoric and poetic. In this sense, therefore, history seems to be related to epic and dramatic poetry and to the other forms of imaginative and poetical art. Thu, while an historical work, such as Thucydides, has often been compared to tragedy, so purely i.iuaginative works such as Don Quixote and Tora Jones are entitled "histories". Both the poet and the historian tell stories, but while the poet need only tell a likely story, the historian must try to tell a true one. Herodotus, for example, finds that the truth about Helen of Troy seems to vary greatly froc the account by Homer: Such is the story told me by the priests concerning the arrival of Helen at the court of Proteus. It seems to me that Homer was acquainted with this story, and although he discarded it because he thought it less adapted for epic poetry than the version he followed, nevertheless showed that it. was not unknown to him. The historian's task of telling the truth is difficult, for as Gibbon says, "history ••• is indeed little more than the register of the crimes, follies, and misfortunes of mankind, 11 ·and, in general the truth does not often make the best story. Both the historian and the poet try to persuade us, but they try to persuade us in different ways and towards different ends. The historian qua historian (that is to say as long as he is not also a political theorist ormoralist) tries to persuade us only of the truth of his narr:ative. This he does by pointing to his own careful research and to the reliability of the sources of evidence upon which the narrative is built. Herodotus often gives us various accounts of the same story and leaves it to us to decide between them. Gibbon supplies us with his sources by means of footnotes and inv:ltes us to examine them for ourselves. The poet, on the other hand, may even distort historical evidence for his own purposes, as Shakespeare dces. The poet tells a plausible story, often as a means to persuade us of truths which apply not only to the story itself but universally. This seems to be something like the meaning of Aristotle where he says, "Poetry is more philosophical than history bec~yse poetry tends to express the universal, history the particular •11 (Poeti~, 1451) It appears, then, that the cpief difference between history and poetry is 1he difference between a true story and a plausible one and between. their respective purposes. In so far as history is written narrative it must unite historical research with the principles of poetic, and in this respect, history seems to be the mean between poetry and methodical science. Bearing this in mind, we now proceed to the second point• II b When we read Thucydides, Tac itus, or Gibbon, we know that there are an infinite number of · events of all kinds which are contemporaneous with these histories and yet not included in them. Obviously the historian has had to make a selection. He must decide which events are significant and he must have a cr1ter1on by which significance is judged. Hence Tacitus says: �My purpose is not to relate . every action, I but only such as were conspicuous for excellence or notorious for infamy. (Annals, Bk.III) History cannot be all-inclusive if it is to hold any real interest. Henry Fielding speaks clearly on this point. (I shall quote this passage at some length since it affords both instruction and entertainment.) Though we have properly enough entitled this our work a history, and not a life, as is more in fashion; yet we intend in it rather to pursue the method of those writers who profess to disclose the revolutions of countries, than to imitate the painful and voluminous historian, who, to preserve the regularity of his series, thinks himself obliged to fill up as much paper with the detail of raonths and years in which nothing remarkable happened, as he employs upon those notable eras when the greatest scenes have been transacted on the human stage. Such histories as these do, in reality, very nuch resemble n newspaper, which consists of just thr3 same number of words, whether there be any news in it or not. They may likewise be compared to a stagecoach, which constnntly performs the same course, er;ipty as well as full. The writer, indeed, seer.is to think himself obliged to keep even pace with time, whose amanuensis he is; and, li~e his master, travels as slowly through centuries of monkish dullness, when the world seems to have been asleep, as through that bright and busy age so nobly distinguished by the excellent Latin Poet: 'When dreadful Carthage frighted Rome with anus, ••• ' Now it is our purpose, in the ensuing pages, to pursue a contrary method. When any extraordinary scene presents itself (as we trust will often be the case), we shall spare no pains nor paper to open it at large to our r eaders; but if whole years should pass with• out producing anything worthy of notice, we shall not be afraid of a chasm in our history, but shall hasten on to r.mtters of consequence and leave such periods of time totally unobserved. (Tom Jones 1 Bk.II) Historical events, then, must be selected. This fact not only holds true with respect to individual historians; it holds true equally within the framework of the modern historical methodology. To increase the sheer body of historical data is only to increase at the same time the number of apparently irrelevant historical facts which must be weeded out and discarded. Thus by improving and ~efining the techniques of historical research, the task of selection is only made more difficult9 Improved skills may provide us with more certainty with respect to the truth or falsity of an alleged historical fact, but they will not necessarily tell us the significance of that fact with respect to other facts in an historical sequence:--It is precisely this latter characteristic which is of importance to historians. The essential historical �property of events is not their mere occurence; nor is it the temporal order of their occurrence; rather, what is crucial is their significance in terms of their relation one to another. Criteria for historical selection generally contain some means of measuring this kincl of significance. The difficulty is that there seems to be no science for determining such means of measurement, and hence the opinions of historians as to the significance of a given event often vary. As historians we might all agree that the war between Roriie and Carthage was a significant historical event. But if we try to determine its significance in relation to later events, or if we try to find earlier events which are significant as causes of that war, our unanilnity would disintegrate into the wildest controversy. It is clear, then, that the question of whether a given event will 11 go down in history" depends less upon the nature of the event than upon the criterion of the historian. III Let us return for a moment to the question which initiated this discussion. We are seeJdnr; the historical grounds for the ri1oc1ern doctrine of history. Now, in view of the fact that historical events must be selected, the kind of thing history is will tend to depend upon, and vary with, the different kinds of criteria of selection employed by hist ~ rians. We must, therefore, rephrase our original question in the followinr: fon:1: is there an historical basis for determining criteria of historical selection? In an attempt to answer this questi on we shall now examine several fundamental kinds of criteria with their corresponding types of history. IV In general, the historians of ancient times, together with Gibbon, employ criterin which give rise to what is called pragmatic history. Here, the purpose is to derive frofil the unfolding events of history lessons to serve as guides for the future conduct of men and nations. It is, according to Gibbon, a kind of "history which undertakes to record the transactions of the past for the instruction of future ages. 11 History is conceived as a gigantic pageant of moral and political actions; a great storehouse from which we may freely draw examples of actions which ought to be imitated and others which ought to be avoided. In this sense we are able, in effect, to increase our experience in moral and political matters, and to improve , our judgment by supplying ourselves with a fund of historical material. Plutarch is the chief exemplar of this kind of history: The virtues of these great men serve me as a kind of looking-glass, in which I may see how to adjust and adorn my own life. Indeed, it can be compared to nothing more than daily living and associating together; we receive, as it were, into our inquiry, and entertain,each successive guest, view 'their stature and their qualities', and select from their actions all that is noblest and worthiest to know ••• My method is, by the study of history, and by the familiarity acquired in writing, to habituate my memory to receive and retain linages of the best and worthiest characters. (Plutarch-Timoleon) �This is the kind of history made use of by political and ethical theorists. The emphasis is not upon the solution of historical problems but upon the solution of perennial morai and political problems. Historical examples are selected in accordance with their bearing upon these problems. The criteria for pragmatic history, therefore, are clearly non-historical. v A second group of criteria give rise to what has been called genealogical history. Here, the purpose of the historian is to take some particular historical situation or institution, and to reach back in an attempt to discover the origin and processes by which it came to be. We might, for example, wish to find the origin of the .American labor novern.ent, or look for the causes of the first world war:--'In general, this kind of history involves the notions of cause, source, process, movement, pattern, series, origin and development. It gives rise to a comprehensive chain of events each leading to the next in an historical sequence or genealogy. Hence Herodotus seeks to trace out the events leading to and comprising the Persian War in an attempt to 11 show how two races car:ie into conflict", and Gibbon constructs the sequence of events leading to the fall of Rome. Genealogical history is fundamental. It is found in combination with ally all other types of history. This is why hundreds of historical books pamphlets bear titles suggestive of historical sequence: "The Decline and of the Roman Empire", "The Development of American Agricul ture"~heRise Public Education", "The Emergence ofCubism", 11 The Revival of Liberalism", ~ay of Greek Idealism", "The Birth of Nominalism". virtuand Fall or-The Genealogical history is implicitly founded upon the relation between what a thing is, on the one hand, and how i t came to be what it is, on the other; the relation, that is to say, between the nature of a thing and its genesis. There are two ways in which this relation is-COi1'C'eivec1. Either (a) the nature of a thing is taken to be logically prior to its genesis, so that the genesis of the thing ordered in accordance with, but is only incidental to, its nature, or {b) it is supposed that the way a thing comes to be determines its nature. There are two types of genealogical history which correspond~these two conceptions. When, for example, Plato describes the cenesis, or generation, of the world in the Timaeus, he presents us with what miG loosely be called a genealogical ht history of the birth of the world. But we are not to suppose that i t is precisely because the world cai;ie to be in the riwnner described by Plato that it now has the kind of nature which it has. We are not to suppose, here, that the world's genesis is prior to its nature. Rather, Plato is trying to imagine how the world might have come into being in view of the kind of nature which it has. His Investigation is therefore only incidentally historical. He uses an historical exposition as a tool of analysis; a means of r:1aking the nature of the world less difficult to understand. This is pointed up by Aristot18'"srer:mrks on this subject: They say -the members of tho Acadeuy : that in describing the generation of the world they are . doinG as a geometer does in constructing a Figure, not implying that the universe ever really came into existence, but, for purposes of expositinn, facilitating understanding by exhibiting the object, like the figure, in process of formation. (~~ Caelo, 279b) �This is genealogical history in the first sense. It is exemplified again in Aristotle's account of the origins of the state in his Politics. Here, as in pragmatic history, the emphasis is not historical. History is only employed in the service of other kinds of investigation. The second kind of r,enealofical history is built, as we have already suggested, upon the supposition that the genesis of a thing determines its nature. Interpreted in its broadest sense, this supposition tends to reduce all philosophy and natural science to the study of history. It makes the study of the nature of a thing coextensive with the study of its history. The first signs of this understanding of history are given to us in Machiavelli's Discourses. Machiavelli seems to rejoct a purely philosophic approach to politics such as is exemplified in Aristotle's Politics, and to adopt the view that history is to be both the teacher and the juc1gein political matters. Again, when Hobbes and Locke present their theories of civil government, their arguments are partly based upon their conception of how civil government came to be. They trace the development of government from the turbulent "state of nature" through some supposed moment in history when men agreed to the formation of a social contract. History is em.. ployed in a sii;1ilar fashion in Locke 1 s Essay Concerning Human Understanding. Here, Locke presents the makings of an historical account of the understanding. He speaks in terms of a development of the understandinc from childhood to maturity; a development beginning with the crude childhood reception of impressions, and movinc through the discovery of simple ideas to the final formation of the most abstruse complex ideas. But these writers, like the writers of pragmatic hist ory, still tend to emphasize the end of an historical process rather than the process itself. Their arguments ct'O'"not stand or fall on historical considerations. The question of whether or not civil government actually came to be in the manner described by Hobbes or Locke is virtually irrelevant. It is only in more recent times that the proposition that the genesis of a thing absolutely deterri1ines its nature has been strictly maintained. We find such a notion in the theory of evolution and in some of the doctrines of psychoanalysis, and we may even venture a guess that history has borrowed this notion from such sources. One interprctatfon of this notion gives rise to the belief that we might find laws of historical sequence; that by taking some significant state of affairs in history, and discovering the events which led to that situation as causes, we might be able to predict the future whenever such a set of causes again emerges on the historical scene. J,s applied to individual persons, this belief yields the kind of thinking indulged in by Warwick in Shakespeare's Henry IV, Part II: Thero is a hist6ry in all men's lives, Figuring the nature of the times deceased; The which observed, a nan may prophesy, With near aim, of the rnain chance of things As yet not come to life, which in their seeds And weak beginninr;s lie intreasured. The most recent ex~mple of the att6npt to find laws which govern historical sequence is Toynbee's theory of challenge and response. There are two points which must be made in order to answer the question of whether this second type of genealogical history is based upon historical criteria �of selection. First, as we have already suggested, the doctrine that the genesis of a thing determines its nature is by no.means exclusively an historical doctrine. It is of great importance also to the study of biology, where we find it in the theory of evolution and in the notion that "ontogeny recapitulates phylogeny". It is crucial to the doctrines of psychopathology, it is found occasionally in the physical sciences, and, in general, it is likely to be advanced wherever phenomena which change are investigated. Secondly, the general question of whether the genesis of a thing determines its nature, or the reverse, is not an historical but a metaphysical question. History does not teach us the answer to this question; it Tiay only appear to do so after it has been selected and organized by an historian who believes that he has the answer. We concluc1e, therefore, that there is no historical basis for the criteria which give rise to the various kinds of genealogical history. VI There is a third fundamental type of history which has been given to us in the forr:i of Christianity. The Biblical account of the genesis cf the world and the history of mankind suggests an entirely different way of looking at history. The fact that the fall of Adam, the covenant, the Law, the prophets and the coming of Christ, all occur at specific times and have their proper places in an historical sequence, suggests that the whole cf history is ordered in accordance with some all-comprehensive, purposive plan. Here, indeed, each man's place, his position within the irresistible current of history's purposive motion, is of a crucial and determinative character. It makes much difference, for example, whether a man lived before or after the Law of Moses was civen; it makes virtually all the difference whether he lived before or after the coming ~f Christ. Here, history is the temporal representation of divine providence; it is God's great plan for the salvation of mankind. The point for us to note is that the Christian understanding of history as it is presented, for example, in Augustine's City of God, has given to historians the idea of a gigantic, all-inclusive design. History becomes a great Leviathan whose irreversible internal processes are either ordained by God's providence, or operate in accordance with certain fundamental, irresistible,and inviolable laws. In general, such all-comprehensive histories embody either the concept of a gigantic historical cycle in which birth, developr.1ent, decline, and death follow one another indefinitely, or they present a great plan of continual evolution and development which may or may not culminate at some goal. Thus we have the cyclical scheme of Giambattista Vico: the "ideal eternal history" which operates in three recrurrent ages, the divine, the heroic, and the human. As examples of the evolutionary kind of history we have first the doctrine of Gotthold Lessing, a secular interpretation of the Bible which :maintains that history moves in accordance with God's progressively revealed plan for the education of mankind. Secondly, we have the system of Hegel, the progressive realization of the spirit of man which culminates in the perfection of the German state, Lastly, we have the "materialism" of Marx. Here the forces of history are thought to operate in accordance with inviolably laws of economics, and history is conceived as moving irreirnrsibly toward the birth and perfection of Communist Democracy. l �In all of these great schemes of history, our historical position is of crucial importance in. determining our outlook." Here, indeed, history itself tends to become the measure of all things. One of the salient characteristics of the doctrines of Lessing, Hegel, and Marx is the importance of precisely the historical positions of these authors with respect to their own syster.1s. Their usual habit is to conceive of themselves as livin[ at the culmination of their systems and thus to use themselves as evidence for the validity of their own teachings. When, for example, they conceive of history as a process of progressive enlightenment and place thenselves at the culmination of this process, they are then in a position to argue that since they have been able to discover the inner processes of history, since they alone have had the insight to see that history is, in fact, a great movement toward enlightenment, it follows that they are themselves enlightened, hence it follows again that history must be a process of progressive enliEhtem11ent and that they must be living at the culmination of that process. It is important for these writers to argue in this fashion, fer if they do not place themselves at the culmination of their systems, their ideas must be regarded as the expressions of, and nothing but a passing phase in, the great evolutionary motion of history. The modern doctrine of history as it has been described in the opening section of this paper is largely a lingering vestige of these great systems of history. While modern historians seem to have rejected the idea of an allcomprehensive plan in history, they still cling to the notion of an historical "conditioning" or determining" of human activities or ideas. They still maintain that a man's historical position is of crucial importance, even though they have abandoned the over-all patterns of history in terms of which each different historical position is made intelligible. We must now ask whether there is an historical basis for the criteria which give rise to these all-comprehensive schemes. With respect, first, to Christian history, the answer seems to be in the negative. Christian history, as the temporal representation of divine providence, focuses its attention not upon the essential temporality of human affairs, but upon the eternal order of God's providences the timeless pattern of transgression, redemption, and salvation. Furthermore, Christian history does not arise from an examination of historical evidence; it is not taught by history; rather it arises from, and is exclusively based upon, an interpretation of the words of the Bible. We may repeat this second point with respect to most of the other great systems of history, They are either built on the Bible directly, as is the case with the doctrine of Lessing, or they have derived from the Bible only the idea of an all-inclusive plan which they have then re-interpreted and filled in with various kinds of material, These histories, then, do not derive their roots from history itself. They do not represent a synthesis of historical evidence. Rather, the over-all plans upon which they are based are themselves criteria for historical selection; they are predetermined hypotheses which, when they are applied to the great body of historical data, select and shape the events of history in accordance with their own purpose and design. But in order to make this latter point perfectly clear, let us consider it briefly in the following section. �VII We are accustomed, in our discussions o~ history, to distinguish between historical events themselves, and the narrati on of those events by an historian. When we speak of the Peloponnesian War, for example, it appears that we rJight mean either the historical fact, the sequence of events which constituted that war, or the written work by Thucydides. This distinction is important because it rests upon the belief that historical events are objective phenomena which are to be understood and explained by the hist orian. The task-of the historian in relation to historical events is thus pictured as perfectly analogous to the task of the physicist in relation to physical objects. This analogy, however, does not seem to describe the true state of affairs. Now, as we have said, historical events must be selected. But, while the essence of historical events is their genealogical significance one to another, there is no science for positively measuring thai:significance. The mere fact that events are inescapably teiilporally ordered does not necessarily mean that they are historically ordered. A given temporal event may or may not become part of an historical genealogy depending on the criterion of the historian. (As historians we might all agree that the war between Rome and Carthage was a significant historical event. But it is very unlikely that we should be in agreement as to precisely the nature of that significance.) We may conclude, therefore, that there is no inherent tendency of events to become historically ordered. ---GenealoGical (i.e., hist orical) significance is Given to events when they chance to fall under the criterion of an historian, But, in turn, genealogical criteria of selection are not founded upon an historical basis; they are, in fact, absolutely prior to history itself, Thero are, therefore, no purely objective historicar-{genealogical) phenomena. Historical phenomena, as such, come into being only within the medium of an historical narration or system. This means that the attempts of historians to discover from history itself the laws of its inner processes are doomed to perpetual uncertainty. Hhen the hist orian goes to the data of history with an hypothesis, he cannot, like the physicist, obtain some fairly clear idea of whether or not this hypothesis will account for the phenomena. On the contrary, the historian is faced with a virtually unavoidable danger: the danger that it will be precisely his hypothesis which will bring the phenomena, i.e~, genealo gically significant events, into being. History, therefore, is in "the eye of the beholder"; it arises out of a certain way of looking at things which automatically arranges them in an historical sequence. This is why there can be an "historical approach" to virtually any kind of proble1~1. We have only to reflect, in the company of our "historical looking-glass," and we will see' historical patterns at every turn. The distinction between hist orical events themselves and the narration of those events is thus seen to be a purely formal distinction, for historical (i.e., genealogical) events only co1-:ie to be within the framework of a narration. This is borne out by the special ampiguity of the word "history", for while the term "biology" signifies the study of living organisms, and "geology" names the study of rocks, the term "history" indicates both the study and the thing studied. VIII We are now in a position to recall our original questi on: Does the modern doctrine of history, the "historical perspective 11 , or "historical approa.Ch", I I �find its roots in the nature of history? The answer is in the negativeo First let us examine the tendency to "univeralize" history; to combine history with all the other disciplines. There are two ways in which this combination is conceived. Take, for example, the study of mathematics: To study this science historically means prti:marily to study it in the chronological order of its development~ i.e.i first Euclid, then Appollonius, Descartes, Newton, and so on. The science of mathe1aatics happens to have developed from relative simplicity to increasing complexity in a chronological order. But our purpose in studying it in this mam1er would be to grasp not the history, but the logical development of the science itself i the emphasis is upon the inner logic of the science itself, not the incidental fact that this logic has actually been discovered over a great length of tline . The fact that Euclid lived before Newton is of no mathematical importance; what is of mathematical :importance is that the work of Euclid~ in terms of the lpgic of mathematics, is prior to that of Newtonc The study of mathernatics 1 then, can only be incidentally historicalo This is so clear in the case of mathematics that modern historians have very little interest in this science; they cannot make it yield to the doctrine of historical Protacoreanism. But when we turn to the study of literature and philosophy the scene changes. Here it is proposed that the moving forces of history itself are of the utmost importance., The relation of a thinker to his historical environment is suddenly no longer incidental, but is th"oue;ht to be absolutely essential. We are given historical reasons why a writer thought as he did. We are not concerned merely with his ideas; we want to know how these ideas embody the "spirit of an age"; we want to know what historical forces shaped these ideas; in short, our concern is only incidentally with philosophy or literature; we are studying "history itself 11 o Another thesis underlying the writing of this volume is the generally recocnized principle that philosophers are not disembodied spiritso •• Almost without exception the great philosophers have been concerned with what we may call, from the perspective of two thousand years, 'local problems'. We cannot hope to understand their theories unless we see them as expressions - doubtless at a highly conceptualized level - of the same currents of thought and feeling which were moving the poets and statesmen, the theologians and the playwriGhts, the painters and sculptorsi as well as the average citizens, who were their contemporaries •••• This means that if we pass over the total cultural milieu in which a given philosophy emerges 7 we do so at the risk of making it seem a timeless, and so meaningless and i nconsequent, affafro o o oPlato' s philosophical absolutism, his insistence on the existence of 'absolute' standards for conduct and for knowledge, is understandable only in terms of the social 7 economic, and political chaos and the moral 2nd religious collapse of the end of the fifth century. (We Io J ones, A History _of Western Philosophy) �This is the modern doctrine of history in its full colors: the belief that human ideas are determined by, expressions of, and relative to, their historical surroundings. The tendency to "universalize" history is thus seen to be one of the forms of the doctrine of historical Protagoreani:am. This doctrine, in turn, is rrounded upon tho assumption that an historical period, a civilization, or a 11 culture", is a truly fundamental objective phenomenon, anc that the relation of this phenomenon to the thouehts and actions of human beings is determinative and intelligible o Now as we have seen, this latter point cannot be maintained. There are no purely objective historical phenomena; such phenomena cor.ie into being only when they are shaped by a criterion of selection, and such criteria, in turn, are not based upon historyo But even if it were possible to establish, as a fact, the existence of historical "cultures", it would not follow that our inferences concerning the relation of such"cultures" to human ideas would yield any more certainty than mere chance alone could supply. (It would be foolish to deny that a writer obtains his material and ideas from his historical surroundin~s~ but it is impossible to positively formulate this relationship~ and there seem to be no grounds at all for assuming that this relationship is determinativeo) History does not teach u~ the doctrine of historical Protagoreanism. It da:es not teach us that Justice? for example? is rGlative to different peoples, civilizations, and historical periodso History only tells us that there have been as many ideas of justice as there have been peoples and civilizations. .Any argument built upon such a basis is totally irrelevunt; for as Plato has shown, it is precisely this great variety of opinions which sugcests that there is such a thing as Justice. History may tell us that all ideas of justice chanee as tine passes , and it may show us where any given idea of justice has been abandoned; but it cannot tell us whether that idea should have been abandoned. Another point to be made here is this: These historians do not, like Hegel and Lessing, take the precaution of putting themselves at the end of an historical progression. Their ~ ideas, therefor e~ including this particular Protagorean insight, become nothing but the "expressions 11 of their own ages, and no amount of "scientific metheclology11 can draw them back to safetye We may conclude, therefore, that the tendency to universalize history, and the doctrine of historical Protagoreanism, do not find their roots in the nature of history., The question of the nature, extend, and validity of history is not itself an historical questiono �SOLUTION OF MATHEMATICAL PROBLEM Peter Rice Problem: To find the point on a given line from which the line joining two given points on the same side of the given line subtends the greatest possible angle, I , ,. / I / / ,I //' .' ' \ I \, ·.J/!' / / / / - . ..... ......_ .. ·-. - - - -----*--· - . -- ~ - ~-- c Given: ··..--·~ ··---··--- - ·- D Line FG and points A,B both on the same side of FG, Construction: Connect A and B with a straight line and extend to meet FG at E. (S~e Special Case 1.) Find C and D equidistant from E such that CE (and DE) is the mean proportional between AE and BE (VI 3), Draw a circle through A,B,C and one through A,B,D (III 37), Then, line FG being divided at E, C is the point on part FE from which AB subtends the greatest angle; and on part EG, D is that point, For if not, let it be another point H. Draw AH, HB, and AJ, Angle AJB equals angle ACB (II I 20); but angle AJB is greater than angle AHB (I 32), Therefore angle ACB is greater than angle AHB, which is contrary to what was assumed, Of the two points C and D, the one from which AB subtends the greatest angle is that one through which the smallest circle is drawn �(see Special Case 2), for the chord AB subtends the greater arc in the smaller circle; and since angle ACB is measured by arc AB of circle ACB and angle ADB by arc AB of circle ADB, angle ACB is greater than angle ADB and any other angle subtending AB on FG. Q. E. F. Special Cases \ \, \ ! 1. \ I / - ·--------- --~·.l,_.,-'· - ·---··-----·-·- If AB is parallel to FG, then there is only one circle through A and B tangent to FG. For if AB be bisected at K and KC be drawn perpendicular to AB and FG, KC must pass through the center of the circle (III 1 porism). Then C will be the tangency point because no other line than KC can be drawn perpendicular to FG from any point on KC on which the center of the circle must be to pass through A.,B. Then C is the point on FG from which AB subtends the greatest angle by the above reasoning. 2. If AB is perpendicular to FG, then the two circles are equal, for the perpendicular bisector of AB will pass through the centers of the circles and will be parallel to FG. The tho radius of each circle which is perpendicular to FG will be equal to the other because the perpendicular distance between parallel lines is always equal. Then both C and D will be the points on FG from which AB subtends the greatest angle. �SONNET FOR AN ASTROLABE David Jones Green oily sheen of brass and brass decay In tarnished circles loops a careful cage; It is the pointing finger of a sage, And pins the stars, as is the sage's way. Eye tickles to the radius' feather ray, And laughs to see direction's simple stage Swell out in S?here, the all-inclusive page Where period worlds can never hide away. The storytelle=-'s a:rt was always pointing, But pointing never drove away a beast, Nor ever got hold lightning; well begun Has never act of hand which not at least Would probe the joint, if not perform the jointing: To hold the heavens, hands nust touch the sun. �HOMECOMING HYMN Freshmen, young and old, we came to learn, Walking the hot streets of Annapolis autumn; Sweating with our heavy clothes filled bags, Giving with wet hands money to strange· f aces With wet hand s outstretched to take it, Watching waiting upperclassmen watching us, Afraid to ask, And they who came in autumns past, Fe aring that here would be no place for them And finding one (Some not so lucky) Afraid to give a littl e least they lose it all. The books, the key; the room, Too small at first, but soon to be too large, A universe, with walls indefinite, Growing far too fast for human finite souls. We came in Annapolis aut umn, and that first night, We met, we touched; and talked, and drank, And some made l ove; And late at night) ·some came, Too drunk with words or wine to sleep, To bed. We came alone, we came together soon, And soon to drift apart like pendulums, The sooner to touch and drift apart again. God is, we thought, but here God live s in churches down the street, Religion and rationality, (Bottles and bedrooms) Do not mix readily If at all~ We came alone to learn, And soon we learned we could not learn enough to learn at all. And while we sat at books men fought and died For something we never really cared to understand. 1 once knew a man who wrote •.. 11 "What can a man write? Only a book is written by a man. 11 11 Is it more to live a man and later be a god, Or die a god and never learn From later lesser ones you on ly lived a man? 11 We wondered. We came to learn. 11 Walk the river, Listen to the moon cry. �We came to learn. (Talk of agape and er as, Light the winter sky with words And then creep home to empty beds.) Walk the river, Listen to the moon cry . We came t o l earn. (Tall golden woman with desire eyes drinking i n the dark, Teach my frien passion If he cannot learn virtue,) Walk the wild waters, Women washing in the star - shine. We came to learn. (Drink the dawn from broken bottles, Buy your passion second hand. Let the wars be fought by others, While we plant flowers in the sand .) Walk the river , Listen t o the moon cry. Freshmen, young and old , we came to l earn Of caves and prisons (But you said you 1 d set us fr ee ) You t a ught us of the chains that bind us (Then you said you 'd lost the key.) We are but men , not gods, We build our prisons with bricks bought for roads, And then walk in walled courtyards, pretending to be free . We came not even childr e n, We leav e you, not quit e men . --E. H. Mini ' � 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. 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. 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 Griffin, Chris (Editor) Baldwin, James A. (Editor) Title A name given to the resource Collegian, September 1957 Date A point or period of time associated with an event in the lifecycle of the resource 1957-09 Description An account of the resource Volume I, Number I of the St. John's Collegian. Published in September 1957. Identifier An unambiguous reference to the resource within a given context Collegian Sept 1957 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e5ff1edc129d6a2d5d939c43f1264ab0.pdf 25a3c8a235faa96036b571a6d93d3aa1 PDF Text Text . ... -:, -..-_;· . ~{! ·::j 1 ... ~·· .. :: \ .... -;. VOL ,! ' ·~ ..1 I I :.-d i/l ,;... . -=s' ·- ,·_:::--· ;'::.' .1N/ l -/ i It :. . :_-, .:·'.~) I I / ::._..,·· r--:r 1:.·, J.;,•, : .-.. ~ ( ._,..J _ i /\JO l -----· St PT I I 1957 ~- .• ; .··,:::.: ... , ST. JOHNS COLIJEGE ANNAPOLIS, 1\fAR{LAND �• TABLE OF CONTENTS Behind the Looking Glass (Best Essay by a Sophomore or a Junior, 1957) ~ • •. . ;'j . ...... ..: -· Most Elegant Solution of a Mathematical Problem by a Sophomore or Junior, 1957 Michael Dickson Sanford Peter Milton Rice ' Sonnet for an Astrolabe (Best Original Sonnet, 1957) \ I ..· ,., .. Hymn to Home David Clifford Jones E. H. Mini . / I .· / , ~: t (Betty Joan Beck was awarded the prize for the best freshman 11 essay in 1957 for her paper "Destiny and the Platonic Soul. The editors regret that space limitations precluded the publication of her paper.) "'··· \. ' ( i. _j �This year the St. John's Collegian will be a new Collegian, a different Collegian, a Collegian which will be the sounding-board for the community's critical and creative thinking. Since the Collegian has no staff, with the exception of an editor or two, it is entirely dependent on the College community as a whole for its contents. We, the editors, are r esponsible for the selection of material; all contributions literary or otherwise will be given the closest attention and, if space allows, all worth-while efforts will be published. We hope that the Qollegian will be the mirror of your discourse, the gauge of your temper, and the voice of your opinion. Chris Griff in James A. Baldwin �BEHIND THE LOOI<ING GLASS Michael Sanford Acknowledgment ' . ., . . . ·- . - ~ · ·- · ·-· - ·-- The writer is grateful to the instruction of Mr. James Caldwell of the University of California for his courses in the history of English literature, He also aclmowledges a debt to }Ir. Jacob Klein for his instructive lecture 1'History and the Liberal Arts", in which he labored to demonstrate that history is not a necessary form of the understanding. I There is no more striking characteristic of modern education than the fact that it is intensely concerned with the study of history. By means of a highly developed methodology the familiar forms of history, "~ncient", "medieval" and 11 modern European", have become extr (,r.iely t :10rough and prec:i,.se studies. Archeological research, the discovery of Bncient ruins and tombs, the deciphering of curious manuscripts, all have enu:cnou sly increased and refined our knowledge of the past. But the modern ~nterest in history is by no means manifested only in the improvement of the -C8chniques of research. On the contrary, the most important characteristic o~ this interest comes to light when we consider the very special manner in which educators conceive of the relation between history and the other disciplines. It is impossible to over-emphasize,. for example, the i111portance of history to the so-called "humanitiesn. · Wherever literature, philosophy, music, and art are studied, they are studied as the history of literature, the history of philosophy, the histories of music and art. But not only with respect to the humanities is this the case. Nearly any subject can be studied historically• Hence we find histories of mathematics, histories of chemistry, histories of psychology and sociology, economic history, histories of the biological sciences, the history, if we pleas~ of history itself, We might say, then, .that modern education i s not merely concerned with history; it is ~ccupied with hist ' ry in a most ::.mportant waY:--History has come to be conceiv~d as a kind of substructu1 J upon which the other aspects of learning ar e to be built; a universal science r; h os e framework is to encompass the other disciplines. This tendency to "universa: i.ze" seems to be a characteristic pe.c uliar to history. No one proposes, for exr mple, that there is a "botanical approach" or a "meteorological approach'; to problems outside those fields,. yet there seems to be an "historical approach" to nearly every kind of problem • . (There are, of course, analogous tendenc:~n ;1 to make universal claims on the part of the social sciences, but that is because these sciences themselves are partly the result of a special applicatior. of the historical way of looking at things , They arise from a meeting of the historical perspective with statistical mathematics and the discoveries of psychology.) �This insistence on the importance of history in its relation to other areas of knowledge embodies a special emphasis which must be made clear. When history is united, for example, with the study of philosophy, the resul.:t is not, as one might expect, simply the study of the views held by philosophers in the past; it is not the familiar use of history made by Aristotle: calling into counsel the views of those of our predecessors who have declared any opinion in order that we may profit by whatever is sound in their suggestions and avoid their errors. Rather, for the purposes . of this study, the whole great body of historical knowledge, all the available information concerning the activities, institutions, and ideas which prevailed during the lifetimes of the various philosophers, is taken over into this study and applied by a process of inference to the writings of these men. The .emphasis here is upon the implicit assumption that the relation bet.ween a writer and his historical surroundings, that is to say, the relation between history and human ide~s, is not an incidental but a crucial one. A writer is viewed as both an "expression" and as one who "expresses" the 11 si;>irit of his age". This emphasis is particularly evident with respect to the hur.ianities, where it is seriously maintained that a piece of literature or work of art cannot be understood without proper consideration of the appropriate "cultural11 and . historical background. It is less evident with respect to mathematics ana the natural sciences, where, however, history and historical inferences are used to explain the "failures" of the ancients and the "progress" of the moderns. It is primarily with respect to this very question of history that modern education is distinguished from traditional education in the liberal arts. The "universalization" of history tends unavoidably to the destruction of the auto:nomy of the traditional disciplines. But the consequences of this "doctine of history" are even !ilore serious and far-reaching. In the light of the historical perspective all ideas become the functions of their 11 cultural" surroundings; the truth itself, therefore, is considered to be relative to historical circlElstance. The inevitable result is an historical restatenent of the familiar doctrine of · Protagoras: "history itself" becoraes the measure of all things. But this is not to say that knowledge is essentially a matter of convention and hence arbitzary. The proposition is rather that knowledge is aependent in a crucial way upon historical circur.istance. Thus the result is not pure Protagoreanism, but precisely historica! Protagoreanisme . >.· j .. · What we have here, then, is tantruilount to a critique of human knowledge, in the name of history. Presumably, if such a critique is to be self-consistent and thus truly historical, it n1ust draw its validity not from non-historical philosophical principles, but from the nature of history itself. We shall ask theref~e, as the subject of this paper, whether the modern doctrine of history (the"historical perspective" or "historical approach") does~ in fact, find its roots in the nature of history. Does the modern conception of the relation of history to the other disciplines (embodying the special emphasis mentioned above) follow analytically from the kind of thing history is? Or is it an extension of history, an application of the historical perspective to phenomena which are only incidentally historical? In an attempt to answer these questions it is necessary first to try to formulate the essential characteristics of history. �II . 1.· One of the earliest and most f'undamental observations made by men is that they are inescapably creatures of time. We live, move, and change in tir.1e; we are aware of the present, we look forward to the future, w0 remember the past. Since our own experience of time is limited, since our lives span only a short period of time and our memories encompass an even shorter one, we ponder that great body of time whh:h is beyond our own experience~ We wonder about the future, and finding it closed to direct investigation, we try to devise means of predicting its contents. We seek to find the past; and history, the study of the past time, the discovery and reconstruction of the past comes into being.. But this understanding of history needs an linportant qualification. Not every aspect of past ti.111e belongs to history, Any phenomenon which changes in titne and hence virtually all the phenomena of nature may be said to have a past, but the study of such phenomena is not usually called "history". The investigation of the great geological ages in the development of the earth belongs not to the study of history but to the study of geology. Genetics, as the study of the ontogeny of animals, the biological theory of evolution, and more generally, the studies of the physical and chemical changes of natural (temporal) phenomena, are not regarded as historical studies. History seems rather to mean the study of the past with respect primarily to human affairs. It encompasses human activities in all their manifestations: the civil affairs and inter-reactions of nations: laws, wars, parleys, treaties; the rise and decay of social institutions and, in general, all the arts, sciences, artifacts, customs, and contrivances of mankind. In this sense the sciences mentioned above do belong to history. That is to say, they belong to history not with respect to their own objects, but just in so far as they belong to human activity in general. The do11 1ain of history, then, in its most familiar signification, is the study of past time with respect to human affairs • • ''. i ·;: ·. :.- .- ·; · . .. • •:~ .r : .~ /· . . 1 .. r. :. ···.'; .. •; .' ... . · · ; ·, .· : ! • • .·, · .. : i . ; .. ~ .. ···; . . . · . ... . ' - '.~ '• ~ \ .. ~ .~ : : r .... ···, \ . ; . ;~ . ! ' · ;·· · . .'· I : ~ .. ~ . . . • 1 . ~ The task of discovering and reconstructing the past is not an easy one • Historical knowledge can only be more or less accurate, and special skills are needed in the attempt to establish reliable historical facts. All the available evidence must be thoroughly deciphered, exaririned, compared, and checked with the greatest care. Hence Thucydides (Book I): y . . .. / .. \ . • ·.. · ; ... ~ .. ., . . . ... ~: :. ~ . With reference to the narrative of events, far from permitting myself to derive it from the first source that came to ·hand, I did not even trust my own impressions, but it rests partly on what I saw myself, partly on what others saw for me, the adcuracy of the report being always tried by the most severe and detailed tests possible. My conclusions have cost me some labour from the want of coincidence between the accounts of the same occurrences by different eye witnesses arising sometimes from imperfect melilory, sometimes from. undue partiality for one side or the other, . .. \ : .· . ~ .~. ·. ·. . . ·' \ • I : ••' • . · ..: .. i . .· i .. : i' ·· 1: .~ ; ,, ·. I ' . ·_ , '• , ! By laborious and painstaking research, then, past time is filled in with historical particulars and organized in the form of a written sequence of events. Thus we have history in its most familiar form, i. e .-;-written narrative; Herodotus, Gibbon, Toynbee, The History of New Zealand, The History of the American Labor Unions, and modern textbooks and periodicals on the subject of history. Two points are to be made in connection with this fact. �II a .. ; . ' ·~, : ,• ·. . .. : .· · ·· ·· . ' .. ( : ' ,· . .1 ••'._ . · .n . !. :>; I,, ' First, in so far as it is written narrative, history is a form of literature; it must employ the principles of grammar, i'ogic, rhetoric and poetic. In this sense, therefore, history seems to be related to epic and dramatic poetry and to the other forms of imaginative and poetical art.. Thits, while an historical work, such as Thucydides, has often been compared to tragedy, so purely imaginative works such as Don Quixote and Ton Jones are entitled "histories". Both the poet and the historian tell stories, but while the poet need only tell a likely story, the historian must try to tell a true oneo Herodotus, for example, finds that the truth about Helen of Troy seems to vary greatly froo the account by Homer: .. .. ... . .. .~ Such is the story toilid me by the priests concerning the arrival of Helen at the court of Proteus. It seems to me that Homer was acquainted with this story, and although he discarded it because he thought it less adapted for epic poetry than the version he followed, nevertheless showed that it was not unknown to him. . '. r ~ ..:. ~ ' . I . The historian's task of telling the truth is difficult, for as Gibbon says, "history ••• is indeed little more than the register of the crimes, follies, and misfortunes of mankind," and, in general the truth does not often make the best story. ; !~ '. ,• ;., ... · J .' ) • f.: . ·' l :' p I •• .• i: ~ Both the historian nnd the poet try to persuade us, but they try to persuade us in different ways and towards different ends. The historian qua historian (that is to say as long as he is not also a political theorist OT"Dioralist) tries to persuade us only of the truth of his narrativeo This he does by pointing to his own careful research and to the reliability of the sources of evidence upon which the narrative is builto Herodotus often gives us various accounts of the same story and leaves it to us to decide between themo Gibbon supplies us with his sources by means of footnotes and i:imvites us to examine them for ourselves. The poet, on the other hand, may even distort historical evidence for his own purposes, as Shakespeare dee s.. The poet tells a plausible story, often as a means to persuade us of truths which apply not only to the story itself but universally. This seems to be something like the meaning of Aristotle where he says, "Poetry is more philosophical than history bec~Hse poetry tends to express the universal, history the particular. n (~oeti9s, 1451) It appears, then, that the chief differ ence between history and poetry is 1he difference between a true story and a plausible one and between their respective purposes. In so far as history is written na.rrative it must unite historical research with the pTinciples of poetic, and in this respect, history seems to be the mean between poetry and methodical scienceo Dearing this in mind, we now proceed to the second pointo :.r; ...·.'· . . . .' ... . r •. · ~ •..L ~ '. J :· ! : ·. .: . ,· . .., r .I ' . r. · . ··· . . : ·. ·;' ' ··'· .. ( : . .~ i. . .: i ·- \ When we read Thucydides, Ta :-; :~ tus, or Gibbon, we know that there are an infinite number of 0·7 c:..._ts of all IT.inds wh:.ch are contemporaneous with these histories and yet not included in themo O bviously the historian has had to make a selectiono He must decide i;:hi ch events ar c significant and he must have a criterion by which significance is judged~ Hence Tacitus says: �' . !:., ' ; .' ·· ·' .. .·,. · · -~·:_,: . My purpose is not to relate every action, but only such as were consp.icuous for excellence or notorious for infamy. (Annals, Bk.III) ,., - ~ l. History cannot be all-inclusive if it is to hold any real interest. Henry Fielding speaks clearly on this point. (I shall quote this passage at some length since it affords both instruction and entertainment.) r . .. 1 . ·: ·:· · ii . j1 .· , : ; -· :> .f- , ! Though we have properly enough entitled this our work a history, and not a life, as is more in fashion; yet we intend in it rather to pursue the ncthod of those writers who profess to disclose the revolutions of countries, than to imitate the painful and voluminous historian, who, to preserve the regularity of his series, thinks himself obliged to fill up as much paper with the detail of nonths and years in which nothing remarkable happened, as he employs upon those notable eras when the greatest scenes have been transacted on the human stage. Such histories as these do, in reality, very nuch resemble n newspaper, which consists of just th<; same number of words, whether ther0 be any news in it or not. They may likewise be compared to a stagecoach, which constantly performs the same course, enpty as well as full. The writer, indeed, seeras to think himself obliged to keep even pace with time, whose amanuensis he is; and, li~e his master, travels as slowly through centuries of monkish dullness, when the world seems to have been asleep, as through that bright and busy age so nobly distinguished by the excellent Latin Poet: 'When dreadful Carthage frighted Rome with arms, ••• ' Now it is our purpose, in the ens uing pagesj to pursue a contrary method. When any extraordinary scene presents itself (as we trust will often be the case), we shall spare no pains nor paper to open it at large to our readers; but if whole years should pass without producing anything worthy of notice, we shall not be afraid of a chasm in our history, but shall hasten on to rimtters of consequence and leave such periods of ti.me totally unobserved • (Tom Jone~Bk.II) Historical events, then, m ust be selected. This fact not only holds true with respect to individual historians; it hol ds true equally within the framework of the modern historical methodol ogy. To increase the sheer body of historical data is only to increase at the same time the number of apparently irrelevant historical facts which must be weeded out and discarded. Thus by improving and refining the techniques of historical research, the task of selection is only made more difficult. Improved skills may provide us with more certainty with respect to the truth or f alsity of an alleged historical fact, but they will not necessarily tell us the significance of that fact with respect to other facts in an historical sequence:--Tt is precisely this latter characteristic which is of iraportance to hist orians. The essential historical �property of events is not their mere occurence; nor is it the temporal order of their occurrence; rather, what is crucial is their significance in terms of their relation one to another. Criteria f or historical selection generally contain some means of measuring this kind of significance. The difficulty is that there seems to be no science for determining such means of measurement, and hence the opinions of historians as to the significance of a given event often vary. As historians we might all agree that the war between Rome and Carthage was a significant historical event. But if we try to determine its significance in relation to later events, or if we try to find earlier events which are significant as cnuses of that war, our unanimity would disintegrate into the wildest controversy. It is clear, then, that the question of whether a given event will "go down in history" depends less upon the nature of the event than upon the criterion of the historian. '· I .. . ~ III Let us return for a moment to the question which initiated this discussion. We are seeking the historical grounds f or the r.10c1ern doctrine of history. Now, in view of the fact that historical events must be selected, the kind of thing history is will tend to depend up on, and vary with, the different kinds of criteria of selection employed by historians. We must, therefore, rephrase our original question in the fallowing form: is there an historical basis for determining criteria of historical selection? '" In an attempt to answer this question we shall now examine several fundamental kinds of criteria with their c orresponding types of history. IV In general, the historians of ancient times, together with Gibbon, employ criteria which give rise to what is called pragmatic history. Here, the purpose is to derive from the unfolding events of history lessons to serve as guides for the future conduct of men and nations, It is, according to Gibbon, a kind of "history which undertakes to record the transactions of the past for the instruction of future ages. 11 History is conceived as a gigantic pageant of moral and political actions; a great storehouse fran which we may freely draw examples of actions which ought to be iraitated and others which ought to be avoided. In this sense we are able, in effect, to increase our experience in moral and political matters, and to improve our judgment by supplying ourselves with a fund of historical material. Plutarch is the chief exemplar of this kind of history: . i ! . ;: ·.: I • ; ! : .. j" , :· i 1•. ..• I ~I . The virtues of these great men serve me as a kind of looking-glass, in which I may see how to adjust and adorn my own life. Indeed, it can be compared to nothing more than daily living and associating together; we receive, as it were, into our inquiry, nnd entertain,each successive guest, view 'their stature and their qualities', and select from their actions all that is noblest and worthiest to know ••• My method is, by the study of history, and by the familiarity acquired in writing, to habituate iny memory to receive and retain linages of the best and worthiest characters. (Plutarch-Tiraoleon) �-------- ------------This is the kind of history made use of by political and ethical theorists. The emphasis is not upon the solution of historical problems but upon the solution of perennial moral and political problems. Historical exnmples are selected in accordance with their bearing upon these problems. The criteria for pragmatic history, therefore, are clearly non-historical. ··1. ·. ;" . I'·.' ·,,- ., _ : .. f ~•• ;-'.'- • •• v '' -:. ----·-' -1 .. ·· : . 1· . .. i ... i· '... ~ •• 1 • • A second group of criteria give rise to what has been called genealogical history. Here, the purpose of the historian is to take some particular historical situation or institution, and to reach back in an attempt to discover the origin and processes by which it carne to be. We might, for example, wish to find the origin of the .Arnerican labor movement, or look for the causes of the first world war:--In general,-this kind of history involves the notions of cause, source, pr ocess, movement, pattern, series, origin and development. It gives rise to a comprehensive chain of events each leading to the next in an historical sequence or geneal ogy. Hence Herodotus seeks t o trace out the events leading to and comprising the Persian War in an attempt to 11 show how two races car:ie into conflict", and Gibbon constructs the sequence of events leading to the fall of Rome. \ . ..! '• • .. ' '. : . _. _ .. · :r.. .: ., r_! i ·· ; l ; . 5 ·r..'. -·. : . .;. . Genealogical history is fundamental. It is found in combination with ally all other types of history. This is why hundreds of historical books pamphlets bear titles suggestive of historical sequence: "The Decline and of the Roman Empire", "The Development of American Agriculture", "The Rise Public Education", "The EmergenC'e ofCubism", "The Revival of Liberalism", .Q~ay of Greek Idealism", "The Birth of Nominalism". ·., . . i ·i· ; : :. '. virtuand ·F all of The ·'. t · ,. -~ ·. ..... •"t • 1· ; c... .. . i .· · .. ·· ·· . . ···; ' •' '. .··-~:: .l : . :. · i , .... . .. • ~ '· j . \-· • I ; i . ··.; :·;: .. ·· · - :' J . . • ": ; ~• • :. • ' I •,, ' ·1 . I ' 1 . ... , . .... . 1. : :• r ' "l ' : ~ • ~.: . ; .r ~ _ t' j ~ -. \·.. : ~-) ~ ' . : :.ti' · .' . 'I ..... -_::. : .. ·. : ·:; i · _ . : . :' .~. ; •') ·' .·.: . . ' t. ' J . . . ... : r,:· . \,. • . ! i . . i. ; ' ' , . . ~ .. ~ Genealogical history is implicitly founded upon the relation between what a thing is, on the one hand, and how it came to be what it is, on the other; the relation, that is to say, between the nature of a thing and its genesis. There are two ways in which this relation is-'C"Ori'C'eived. Either (a) the nature of a thing is taken to be logically prior to its genesis, so that the genesis of the thing ordered in accordance with, but is only incidental to, its nature, or (b) it is supposed that the way a thing comes to be determines its nature. There are two -FY,Pes of genealogical history which corresponct-:ro-these two conceptions • When, for example, Plato describes the genesis, or generation, of the world in the Timaeus, he presents us with what might loosely be called a genealogical history of the birth of the world. But we are not to suppose that it is precisely because the world came to be in the manner described by Plnto that it now has the kind of nature which it has,, We are not to suppose, here, that the world's genesis is prior to it s nature. Rather, Plato is trying to imagine how the world might have come into being in view of the kind of nature which it has. His in-ve8tigation is thoref ore only incidentally historical. He uses an historical exposition as a tool of analysis; a means of r:iaking the nature of the world less difficult to understando This is pointed up by Aristotl8'~narks on this subject: They say , the members of the J\cadeuy ·: that in describing the genera- on of the world they are .. doing as a geometer H does in constructing a Figure, not implying that the universe ever really came into existence, but, for purposes of exp ositi on, facilitating understanding by exhibiting the object, like the fi gure, in process of format ion. (:Q~ Caelo, 279b) �. This is genealogical history in the first se:nse. It is exemplified again in Aristotle's account of the origins of the state in his Politics. Here, as in pragmatic history, the emphasis is not hist orical. History is only employed in the service of other kinds of investigation • , . : > . ·I.· ·. i '; .. ·.- ..t . ~ ·-· i.i'J The second kind of genealogical history is built, as we have already suggested, upon the supposition that the genesis of a thing determines its nature. Interpreted in its broadest sense, this supposition tends to reduce all philosophy and natural science to the study of history. It makes the study of the nature of a thing coextensive with the study of its history. The first signs of this understanding of history are given to us in Machiavelli's Discourses. Machiavelli seems to reject a purely philosophic approach to politics such as is exemplified in Aristotle's Politics, and to adopt the view that history is to be both the teacher and the judge-in political matters. Again, when Hobbes and Locke present their theories of civil government, their arguments are partly based upon their conception of how civil government came to be. They trace the development of govermnent from the turbulent "state of nature" through some supposed moment in history when men agreed to the formation of a social contract. History is employed in a siinilar fashion in Locke's Essay Concerning Human Understanding. Here, Locke presents the makings of an historical account of the understanding. He speaks in terms of a development of tho understanding from childhood to maturity; a development beginning with the crude childhood reception of i.lnpressions, and movinG through the discovery of simple ideas to the final formation of the most abstruse complex ideas. But these writers, like the writers of pragmatic history, still tend to emphasize the end of an historical process rather than the process itself. Their arguments ctO-not stand or fall on historical considerations. The question of whether or not civil government actually came to be in the manner described by Hobbes or Locke is virtually irrelevant. . ..._, ·_' 1 . j; , . ··,I :-; . ,, : ; : . : : ':'"· . :·_, ' It is only in more recent times that the proposition that the genesis of a thing absolutely determines its nature has been strictly maintained. We find such a notion in the theory of evolution and in some of the doctrines of psychoanalysis, and we may even venture a guess that history has borrowed this notion from such sources. ':.. : ' ./. \ . . .. One interpretation of this notion gives rise to the belief that we mi[ht find laws of historical sequence; that by taking some significant state of affairs in history, and discovering the events which led to that situation as causes, we might be able to predict the future whenever such a set of causes again ernerges on the historical scene. As applied to individual persons, this belief yields the kind of thinking indulged in by Warwick in Shakespeare's Hemry IV, Part II: !": ... There is a history in all men's lives, Figuring the nature of the ti!iles deceased; The which observed, a nan may prophesy, With near aim, of the nm in chance of things As yet not come to life, which in their seeds And weak beginnings lie intreasured • -:··· '.i"_ ·i r • .; 1 _ The most recent ex~mple of the attempt to find laws which govern historical sequence is Toynbee's theory of challenge and response. I' , There are two points which must be made in order to answer the question of whether this second type of genealogical history is based upon historical criteria ~ ... . )·. \' f : ',: . �of selection. First, as we have already suggested, the d0ctrine that the genesis of a thing determines its nature is by no means exclusively an historical doctrine. It is of great importance als o to the study of biology, where we find it in the theory of evolution and in the notion that "ontogeny recapitulates phylogeny". It is crucial to the doctrines of psychopathology, it is found occasionally in the physical sciences, and, in general, it is likely to be advanced wherever phenomena which change are investigated • .: ., .. ·- . : '· ~ .. 'i : . !·. · . I . L..: Ir :; ,; · . .~ ... f; . •. •r . : :;···, ·.:j :·· Secondly, the general question of whether the genesis of a thing determines its nature, or the reverse, is not an historical but a metaphysical question. History does not teach us the answer to this questi on; it nay only appear to do so after it has been selected and organized by an historian who believes. that he has the answer • ' ,· . . .. .. ' ! ) . ; :i ·r .. . · - i,! ./ ·' . There is a third fundamental type of history which has been given to us in the fora of Christianity. The Biblical account of the genesis of the world and the history of mankind suggests an entirely cliff erent · way of looking at history • The fact that the fall of Adan1, the covenant, the Law, the prophets and the co.ming of Christ, all occur at specific times and have their proper places in an historical sequence, suggests that the whole of history is ordered in accordance with _some all-comprehensive, purposive plan. Here, indeed, each man's place, his position within the irresistible current of history's purposive motion, is of a crucial and determinative character. It raakes much difference, for example, whether a man lived before or after the Law of Moses was given; it makes virtually all the difference whether he lived before or after the coming of Christ. Here, history is the temporal representation of divine providence; it is God's great plan for the salvation of mankind. ) ·· :_ · : . ,: . [ . 'J. i, .. ·' ~ . ' . ; . . : .· ~ . The point for us to note is that the Christian understanding of history as it is presented, for example, in Augustine's City of God, has given to historians the idea of a gigantic, all-inclusive design. History becomes a great Leviathan whose irreversiblo internal processes are either ordained by God's providence, or operate in accordance with certain fundamental, irresistible,and inviolable laws • ·)_ : f• . ~ I . .. . ' ..:.·· i VI I . . J ..· : " We conclude, therefore, that there is no historical basis for the criteria which give rise to the various kinds of genealogical history. . . . , .. . . ,_:., . .1." i · :,·.i { . ·/,•_. ·.!· ... · : ·. .. . i. •-·: ,· , . ;-::· i·; · .. · · · : i · · ·; . r, ·.r. •; . · ...-(.:. . . .1' --.i .· ": .. In general, such all-comprehensive histories embody either tho concept of a gigantic historical cycle in which birth, development, decline, and death follow one another indefinitely, or they present a great plan of continual evolution and development which may or may not culrainate at some goal. Thus we have the cyclical scheme of Giambattista Vico: the "ideal eternal history" which operates in three recrurrent ages, the divine, the heroic, and the human. As examples of the evolutionary kind of history we have first the doctrine of Gotthold Lessing, a secular interpretation of the Bible which maintains that history moves in accordance with God's progressively revealed plan for the education of mankind. Secondly, we have the system of Hegel, the progressive realization of the spirit of man which culminates in the perfection of the German state, Lastly, we have the "materialismn of Marx. Here the forces of history are thought to operate in accordance with inviolably laws of economics, and history is conceived as n1oving irre~ersibly toward the birth and perfection of Coillillunist Democracy. �. .. ~ ~· In all of these great schemes of history, our historical position is of crucial iinportance in determining our outlook. Here, indeed, history itself tends to become the measure of all things. One of the salient characteristics of the doctrines of Lessing, Hegel, and Marx is the importance of precisely the historical positions of these authors with respect to their own systems. Their usual habit is to conceive of themselves as living at the cu1I11ination of their systems and thus to use themselves as evidence for the validity of their own teachings. When, for example, they conceive of history as a process of progressive enlightenment and place thenselves at the culmination of this process, they are then in a position to argue that since they havo been able to discover the inner processes of history, since they alcne have had the insight to see that history is, in fact, a great m.ovement toward enlighterunent, it follows that they are themselves enlightened, hence it follows again that history must be a process of progressive enlightenment and that they must be living at the culmination of that process. It is important for these writers to argue in this fashion, for if they do not place themselves at the culmination of their systems, their ideas must be regarded as the expressions of, and nothing but a passing phase in, the great evolutionary motion of history. ! I ' ' . • . ·· , i ' .. . f ·':. .···.··.' : · , _) : t' . The modern doctrine of history as it has been described in the opening section of this paper is largely a lingering vestige of these great systems of history. While modern historians seem to have rejected the idea of an allcomprehensive plan in history, they still cling to the notion of an historical "conditioning" or determining" of human activities or ideas. They still maintain that a man's historical position is of crucial importance, even thoµgh they have abandoned the over-all patterns of history in terrils of which each different historical position is made intelligible. : · 1 .·. . ~ . . : ; : 1 ..... . . .' j : :" ':' ; ·~ ,. ; . i : ; ' . ··_ ; ••1 : ~ . !. : ; · ··• .. !''S.'.l . : . . ~ . We must now ask whether there is an historical basis for the criteria which give rise to these all-comprehensive schemes. I . I ' · '- ' .. ~ > . .\ : .f , · .; ~ . ; . ·. With respect, first, to Christian history, the answer seems to be in the negative. Christian history, as the temporal representation of divine providence, focuses its attention not upon the essential temporality of human affairs, but upon·the eternal order of God's providenceJ the timeless pattern of transgression, redemption, and salvation. Furthermore, Christian history does not arise from an examination of historical evidence; it is not taught by history; rather it arises from, and is exclusively based upon, an interpretation of the words of the Bible • . ,- \ .. I '· ; · .• ...:·· . ,·, · °; : .:. . : : ! . . ·' ; ·'·, . :· .. "i ' ." . . . :····f ,.;: '\ {.' 1_: . ' ,, · '' '( : .· .. .· f·1r h We may repeat this second point with respect to most of the other great systems of history, They are either built on the Bible directly, as is the case with the doctrine of Lessing, or they have derived from the Bible only the idea of an all-inclusive plan which they have then re-interpreted and filled in with various kinds of material. These histories, then, do not derive their roots from history itself. They do not represent a synthesis of historical evidence. Rather, the over-all plans upon which they are based are themselves criteria for historical selection; they are predetermined hypotheses which, when they are applied to the great body of historical data, select and shape the events of history in accordance with their own purpose and design. But in order to make this latter point perfectly clear, let us consider it briefly in the following section. �VII : ~.. We are accustomed, in our discussions of history, to distinguish between historical events themselves, and the narrati on of those ev:ents by an historian. When we speak of the Peloponnesian War, for example, it appears that we Iilight mean either the historical fact, the sequence of events which constituted that war, or the written work by Thucydides. This distinction is important because it rests upon the belief that historical events are obj ective phenomena which are to be understood and explained by the hist orian. "-The task-of the historian in relation to historical events is thus pictured as perfectly analogous to the task of the physic~st in relation to physical objects. This analogy, however, does not seem to describe the true state of affairs. .. j .· Now, as we have said, historical events must be selected. But, while the essence of historical events is their genealogical significance one to another, there is no science for positively measuring that""9significaii"C'e7 The mere fact that events are inescapably temporally ordered does not necessarily mean that they are historically ordered. A given temporal event may or may not become part of an historical genealogy depending on the criterion of the historian. (As historians we might all agree that the war between Rome and Carthage was a significant historical event. But it is very unlikely that we should be in agreement as to precisely the nature of that significance.) We may conclude, therefore, that there is no inheren! tendency of events to become historically ordered. :_ , .c •i . . ·"i .. : • Genealogical (i.e., hist orical) significance is given to events when they chance to fall under the criterion of an historian. But, in turn, genealogical criteria of selection are not founded upon an historical basis; they are, in fact, absolutely prior to history itself. There are , th erefore, no purely objective historicar-(genealogical) phenomena. Historical phenomena, as such, come into being only within the medium of an historical narration or system, This means that the attempts of historians to discover from history itself the laws of its inner processes are doomed to perpetual uncertainty. When the hist orian goes to the data of history with an hypothesis, he cannot, like the physicist, obtain some fairly clear idea of whether or not this hypothesis will account for the phenomena. On the contrary, the historian is faced with a virtually unavoidable danger: the danger that it will be precisely his hyp othesis which will bring the phenomena, i.e., genealo gically significant events, into being. ---- . \""r . History, therefore, is in "the eye of the beholder"; it arises out of a certain way of looking at things which automatically arranges them in an historical sequence. This is why there can be an "historical approach" to virtually any kind of problem. We have only to reflect, in the company of our "historical looking-glass," and we will see historical patterns at every turn. ·. . l.· . . ~ i. . .. ; The distinction between historical events themselves and the narration of those events is thus seen to be a purely formal distinction, for hist orical (i.e., genealogical) events only come to be within the framework of a narration • This is borne out by the special ampi~uity of the word"history", for while the term "biology" signifies the study of living organisms, and "geology" names the study of rocks, the term "history19 indicates both the study and the thing studied. VIII . .: ,.· We are now in a position to recall our origin~l questi on: Does the modern doctrine of history, the "historical perspective", or "historical approach", I I �find its roots in the nature of hist ory? The answer is in the negative. i; ·1:. ~. : : ' .: j ! . ; '· -. .' . : . t .' . ; . ~ ·. • ·' . . .l : ~· . , .i. ! J . .. ; ,, ·;- . l . : ; - . ~ I .. ~ ": .. ~· . . . .:. : .. ' t . . : ·1 :. · · .· ! . ~-: .. _'. .. . · .. . : ; ; ·· :.r· .... . : . ; . ~. . ! . ; ; :· ·,r;··.... J. . . . • 1 . i· . : . . .. . •I i· . ·· .. , ,., .) . .·; . . . .. .1: l .: ' ·~ ' . . ' i:i" .: ' j' f • ··.1 ·{ · '.J t: ···· . . , r .... -· ~. . .: , -. .-! ': ': . ; _I . f .' : I. .' . . j . : z; '_. ...f . : t'.· .... ! · : . ' J .. ··: . ! . . ·r , ,J ' ·'' " . :. •. . 1.1: ; ._::· . ~ r :_ ' • ' I . : ~ .· ;!. : First let us examine the tendency to "univeralize" history; to combine history with all the other disciplines. There are two ways in which this combination is conceived. Take , for example, the study of mathematics: To study this science hist orically means prdlnarily to study it in the chronological order of its development, ioe., first Euclid, then Appollonius, Descartes, Newton, and so on. The science of matheDatics happens to have developed from relative siinplicity to increasing complexity in a chr onological order. But our purpose in studying it in this manner would be to grasp not the history, but the logical development of the science itself; the emphasis is upon the inner logic of the science itself, not the incidental fact that this logic has actually been discovered over a great length of time. The fact that Euclid lived before Newton is of no mathematical importance; what is of mathematical importance is that the work of Euclid, in terms of the lpgicof mathematics, is prior to that of Newtono The study of mathematics, then, can only be incidentally historicalo This is so clear in the case ·or mathematics that modern historians have very little interest in this science; they cannot make it yield to the doctrine of historical Protagoreanism. • • I , ~· • · .. · < ' But when we turn to the study of literature and philosophy the scene changes. Here it is proposed that the moving forces of history itself are of the utmost importance;. The relation of a thinker to his historical environment is suddenly no longer incidental, but is thousht t o be abs olut ely essential. We are given hist orical reasons why a writer thought as he did. We are not concerned merely with his ideas; we want to lm ow how these ideas embody the "s-pirit of an age"; we want to know what historical forces shaped these ideas; in short , our concern is only incidentally with philosophy or literature; we are studying "history itself". Another thesis underlying the writing of this volume is the generally recognized principle that philosophers are not disembodied spirits~. ,Almost without exception the great philosophers have been concerned with what we may call, from the perspective of two thousand years, 'local problems'. We cannot hopo to understand their theories unless we see them as expressions - doubtless at a highly conceptualiz ed level - of the same currents of thought and feeling which were m oving th e poets and statesmen, the theologians and the playwri ghts, th e painters and sculptors, as well as the average citiz ens, who wero their conte111porarieso~ •• This means that if we pass over the t ot al cultural mili eu in which a given philosophy emerges, we do so at the risk of making it seem a timeless, and so meaningless and inconsequent, affair ••• oPlat o ' s philos ophicnl absolutism, his insistence on the existence of iabs olut e' standards for conduct and f or knowledge, is understandable only in terms of the s ocial, economic, and political chaos and the moral and religious colla pse of the end of the fifth century. (Wo Io J ones, A Hist ory of Western Philosophy) �I ~ This is the modern doctrine of history in its full colors~ the belief that . human ideas are determinGd by, expressions of, and relative to, their historic~i surroundings. The tendency to "universalize" history is thus seen to be one of the forms of the doctrine of historical Protagoreani:sm. This doctrine, in turn, is f rounded upon the assumption that an historical period, a civilization, or a "culture", is a truly fundamental objective phenomenon, and that the relation of this phenomenon to the thoughts and actions of human beings is determinative artQ intelligibJ..e. : !" .. ~ { • • •• ' . . . ·'-·' .J '~ ' :... ! .·' :. . . . ·. . 1•~ . .. · !'_ :·) : : i )·: ,1 •• 'f . .. : i .... i :1 i . . .. . . . , , I• , ·.· .. Now as we have seen, this l~tter point cannot be maintained. There are no purely objective historical phenomena; such phenomena come into being only when they are shaped by a criterion of sGlec ~ ion, and such criteria, in turn, are not based upon history. . ' l: .. .. ... :. ~ . ·. ·' .. · ·r · .I":. . · :; ' .··· . ,~ But even if it were possible to establish, as a fact, the existence of historical "cultures", it would not follow that our inferences concerning th0 relation of such"cultures" to human ideas would yield any more certainty than mere chance alone could supply. (It would be foolish to deny that a writer obtains his material and ideas from his historical surroundings, but it is impossible to positively formulate this relationship, and there seem to be no grounds at all for assuming that this relationship is determinativeo) History does not teach us the doctrine of historical Protagoreanism. lt dexes not teach us that Justice, for example:- is relative to different peoples, civilizations, and historical periodso History only tells us that there have been as many ideas of justice as there hav0 been peoples and civilizations. Any argument built upon such a basis is totally irrelevant; for as Plato has shown, it is precisely this great variety of opinions which suggests that there is such a thing as Justice. History may tell us that all ideas of justice chan8e as tirae passes, and it may show us where any given idea of justice has been abandoned; but it cannot tell us whether that idea should have been abandoned. ~--~ : • J. . ~ .. .t ·' ·... .· ' . ~ ... ! :;"1.' •} ' ' ' . :·(' ·,, j .. ·.· ,'I . • ·, . \ ~ l : ; 1 i .· . .• '· -~ . ·: . j :~ : :. ·• ,J ~ " •' . . _ ; ··- l }' · . : . ·. . ' ~ /· .. \ . . . .; .r Another point to be made here is this: These historians do not, like Hegel and Lessing, take the precaution of putting themselves at the end of an historical progression. Their own ideas, therefore, including this particular Protagorean insight, become nothing but the "expressions" of their own ages, and no amount of "scientific methedology11 can draw them back to safety • We may conclude, therefore~ that the tendency to universalize history, and the doctrine of historical Protagoreanism~ do not find their roots in the nature of history. The question of the nature, extend, and validity of history is not itself an historical question~ �SOLUTION OF MATHEMATICAL PROBLEM -~ ·._ ~ ~' . Peter Rice . I ·• }, ,• \·; - Problem: To find the point on a given line from which the line joining .·_i .. -; ~· two given points on the same side of the given line subtends the . greatest possible angle. . _; . ~ ~ ;. -'-. '·. ... i. ~ :·. ~~ / • f\. . " . :·\) . , ~. - ··~ / / / i / ..\ . J ' '· J ~ .. ~-. \ / •. ?-·-, / ,/ ~ ~------ - - ·--- ~-~ ~ .. . '' . ~ ". '. :,.:1 ·. . . ~ : Given: Line FG and points A,B both on the same side of FG. Construction: Connect A and B with a straight line and extend to meet FG at E. ·; (See Special Case 1.) Find C and D equidistant from E such that CE (and DE) is the mean proportional between AE and BE .- \ '. ( ' (VI 3), Draw a circle thr ough A,B,C and one through A,B,D (III 37) ... Then, line FG being divided at E, C is the point on part FE from which AB subtends the gr eatest angle; and on part EG, D is that point. For if not, let it be another point H. Draw AH, HB~ and. AJ. Angle AJB equals angle ACB (III 20); but angle AJB is greater than angle AHB (I 32). Therefore angle ACB is greater than angle AHB, which is contrary to what was assumed. Of the two points C and D, the one from which AB subtends the I I ILi gr eatest angle is t: a:t h (J1 1e thttough whicl;t the s mallest circle is #~ft.Wti �. . ; '. ' l 1•\ ·. ~ . ,.,.. : : J .. ·, T • ···: . ... . ., ' ~· (see Special Case 2), for the chord AB subtends the greater arc in I the smaller circle; and since angle ACB is measured by arc AB of circle .· . ACB and angle ADB by arc AB of circle ADB, angle ACB is greater than angle ADB and any other angle subtending AB on FG. Q. E. F. Special Cases 1. If AB is parallel to FG, then there is only one circle through A and B tangent to FG. . ' I 0' !°·\ ': '' For if AB be bisected at K and KC be drawn perpendicular to AB and FG, KC must pass through the center of the .; ··, ; • . . • : I circle (III 1 porism). . .\ \ j· Then C will be the tangency point because no other line than KC can be drawn perpendicular to FG from any point .·. • _ I .. .t.·. I ; ' . .: ; on KC on which the center of the circle must be to pass through A,B • :. · Then C is the point on FG from which AB subtends the greatest angle ' , I. · by the above reasoning. 2. If AB is perpendicular to FG, then the two circles are equal, for the perpendicular bisector of AB will pass through the centers I.: ( of the circles and will be parallel to FG. .. ; , . . . ·. 1:-. .:· '; . \ . ,r·.~ . . :::··.; · The the radius of each ' " '. . circle which is perpendicular to FG will be equal to the other because the perpendicular distance botween parallel lines is always equal. Then both C and D,will be the points on FG from which AB subtends the greatest angle •. �··_./ . ·. ~ i ·, J• ,· t . ·, . ·~ \ SONNET FOR AN ASTROLABE .1-. ;:,_. '.i . ' '··'. ;·· ('. '\' David Jones . ~ .. Green oily sheen of brass and brass decay .. !" In tarnished circles loops a careful cage; \. It is the pointing finger of a sage, And pins the stars, as is the sage's way. · ··1· '• '-Y"· ~· .. ' ~ :~ 1 ··\. ;\ '.1t~ Eye tickles to the radius' feather ray, ;· ·~ '· .. I_:, .\r . . ,. ~. f :t~ fv~ • .:=.·.· , _:. · . .i I. "1' _ : : !· - .l And laughs to see direction's simple stage ,, ... J ! .: . . . i.' i . . .~: ~ :..•. t . ', .,: I Swell out in spher e, the all-inclusive page • ·~· :--./' Where period worlds can never hide ~ . . ~· . :. ; .- .::·. . away~ The storyteller's art was always pointing, ·' • . .. : ' . ' ··, J; ~\ ·-;,; . ,.r_r·:.·· . . But pointing never drove away a beast, Nor ever got hold lightning; well begun ...· . ~. r ;·i Was never act of hand which not at least . . .. : ·.l : i Would probe the joint, if not perform the jointing: To hold the .i .' ,, ) ~ ... ' : ... ~ )J. · . ., ~ ·: . : ' : ~ heavens~ hands must touch the sun • �/ HOMECOMING HYMN ' ' .. ~. !· Freshmen, young and old, we came to learn, Walking the hot streets of Annapolis autumn; Sweating with our heavy clothes filled bags, Giving with wet hands money to strange'faces With wet hands outstretched to take it, Watching waiting upperclassmen watching us, Afraid to ask, And they who came in autumns past, Fe ari ng that here would be no place for them And findin g one (Some not so lucky) Afraid to give a littl e least they lose it all • . ,J. , :: ., .... t The books, the key; the room, Too small at first, but soon to be too large, A universe, with walls indefinite, Growing far too fast for human finite souls. .i .. ; : We came in Annapolis autumn, and that first night, We met, we touched; and talked, and drank, And some made love, And late at night, some came, Tbo drunk with words or wine to sleep, To bede : : ~: We came alone, we came together soon, And soon to drift apart like pendulums, The sooner to t ouch and drift apart again. God is, we thought, but here God lives in churches down the street, Religion and rationality, (Bottles and bedrooms) Do not mix readily If at alL, :·: . ·J: ; . ·. . , . ·' ~ .. .. We came alone to learn, And soon we l earned we could not learn enough to learn at all. And while we sat at books men fought and died For something we never really cared to understand. nr once knew a man who wrote ••• n viwhat can a man write? Only a book is written by a man"n 11 Is it more to live a man and later be a god, Or die a god and never learn From later lesser ones you only lived a man? 71 We wondered. We came to learn. Walk the river, Listen to the moon cry. �'. We came t o learn. (Talk of agape and eras, Light the winter sky with words And then creep home to empty beds.) Walk the river, List en t o the moon cryD We came t o learnd (Tall golden woman with desire eyes drinking in the da rk, Tea ch my frien passion If he cannot learn virtue.) W alk th e wild waters, Women washin g in the star-shines We came t o l earn o (Drink the dawn from broken bott l es, Buy your passion second hand. Let th e wars be fought by others, While we plant flo·wer s in the sand. ) Vfalk the riv er, Listen t o the moon cry. Freshmen , young and ol d , we came to l earn Of cav es and prisons (But you s a id you'd set us free) You taught us of the chains that bind us (Then you said you'd lo st the key.) We are but men, not gods , We build our pri sons with bricks bought for roads, And then wa l k in wall ed courtyards, pretending to be free. We came not even chi ldren, We l eav e you, not quite men . --E. H. Mini ' . � 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. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 21 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian 1957, September Title A name given to the resource Collegian, September 1957 Date A point or period of time associated with an event in the lifecycle of the resource 1957-09 Description An account of the resource Vol I, No I of The Collegian. Published in September 1957. Creator An entity primarily responsible for making the resource Griffin, Chris (Editor) Baldwin, James A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian