8 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/706308a041a7fe3ef90d39e2885f1f6e.mp3 7cbe760ed8f180759b58116a36a91ca1 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.) 00:49:18 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 Socratic Philosophical Legacies: Creating Philosophers of the Future Description An account of the resource Audio recording of a lecture given by Anne-Marie Schultz on December 13, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: “I will examine portions of two Platonic dialogues, the Theaetetus and the Phaedo. I argue that they deal, either explicitly or implicitly, with the social and political complexities of preserving Socratic philosophical legacy. To be sure, each of these dialogues is more often associated with other important philosophical themes. The Theaetetus explores various definitions of knowledge and challenges to them. The Phaedo addresses arguments for the immortality of the soul and challenges to it. At the same time, these dialogues also explore philosophical legacy. By examining passages from these dialogues, we can gain insight into the ways that Plato aimed to create philosophical community in ways that would nurture philosophers as they carry the legacy of Socratic philosophical practice into the future. I end by asking what we can learn from the historical back drop in which Plato wrote these dialogues that may help us cultivate philosophical practices in our various communities in such a way that might safeguard the intellectual freedom of America’s current contemporary landscape.” Creator An entity primarily responsible for making the resource Schultz, Anne-Marie, 1966- 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 2024-12-13 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 Plato. Theaetetus Plato. Phaedo Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SchultzA_Socratic_Philosophical_Legacies_2024-12-13 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/051f52e3f98af53bd78db75da4e901ca.mp3 3b11a26ffae7864601dc0660154fb731 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 MP4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:42 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 Snakes in the Mahābhārata Description An account of the resource Audio recording of a lecture given by tutor Patricia Greer on June 28, 2023 as part of the Graduate Institute Summer Lecture Series. The Graduate Institute has provided this description of the event: “’When all this was without light and unillumined, and on all its sides covered by darkness, there arose one large Egg, the inexhaustible seed of all creatures. They say that this was the great divine cause, in the beginning of the Eon…’ (I(I)26-27) So begins the bard who will recite the entire Mahābhārata as he himself heard it recited at a twelve-year Snake Sacrifice in which black-garbed brahmins chanted hymns to lure all snakes into the flames of their sacrificial fire. Thus the world’s longest poem starts with the enigma of a great egg that lies below the cosmic waters in the kingdom of divine/demonic oviparous Snakes.” The lecture begins about 12 minutes into the recording. Creator An entity primarily responsible for making the resource Greer, Patricia 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 2023-06-28 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 Mahābhārata Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_GreerP_Snakes_in_the_Mahabharata_2023-06-28 Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8d237e8587b761599e6526a73b801830.mp3 6afdf7941983b58561ae3921db530fea 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.) 00:54:47 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 Challenge of Heidegger's Approach to Technology Description An account of the resource Audio recording of a lecture given by Steven Crowell on April 26, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: “Of all the writings Heidegger published after Being and Time, “The Question Concerning Technology” (1950) is surely the most widely taught and discussed. It is not hard to understand why. Since 1950, our dependence on technical devices, and the environmental consequences of technological manipulation of nature, have only become more oppressive, and Heidegger’s essay provides an intuitively powerful expression of the uneasiness we feel. All the same, the text is one of Heidegger’s most obscure, and so it is not easy to assess what Heidegger says about technology and his stated hope of establishing a “free relation” to it through a “thinking” that is other than philosophy. How should we take the measure of a kind of thinking that seems to shun traditional measures like reason and logic for one that has been forgotten since the time of Parmenides? This is the challenge of Heidegger’s approach to technology.” Creator An entity primarily responsible for making the resource Crowell, Steven Galt 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 2024-04-26 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 Heidegger, Martin, 1889-1976. The question concerning technology. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CrowellS_The_Challenge_of_Heidegger's_Approach_to_Technology_2024-04-26 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/93d7a32f9ef643413482ff195f24c92a.pdf 84300c9d102bb0657a9758e6cfff8f91 PDF Text Text Thursday, November 14, 2024 The St. John’s Collegian A Gadfly Publication What’s So funny about a dead seagull? Musings on The Seagull’s Opening Night TREPLEV: Today, I have done something despicable— I have killed this seagull. I lay it at your feet. NINA: What’s the matter with you? (Picks up the seagull and looks at it). TREPLEV: (After a pause) Soon, in the same way, I shall kill myself. When Jack Huntley delivered this line as Treplev in The Seagull last Saturday night, he had the audience in hysterics. In fact, the whole play was like this— actors often had to wait 2 or 3 seconds for laughter to die down before continuing their lines. How could this be? It’s a story full of unrequited love, unfulfilled dreams, narcissism, regret, and depression— it even ends with a suicide. Yet Chekhov called it “A Comedy in Four Acts”— and it was received on opening night with genuine laughter. Why? Chekhov’s play, directed by Margaret McConnell (’25), centers around the variously depressing lives of four characters: the embittered older writer Trigorin (Arel Foster, ’25), the tortured younger writer Treplev (Jack Huntley, ’25), the self-absorbed retired actress Irina (Jordan Kammeyer, ’25), and the young and ambitious actress Nina (Sadie Lewin, 27). Each of them deals with their own personal tragedies throughout the play, alongside several equally troubled secondary characters. When I emerged into the FSK lobby after the play, I was tickled to discover that much of the post-show discussion was not about the performance itself—it was about the audience. Why did we laugh? people asked. Was it right to laugh at such depressing scenes? Was it supposed to be funny? Was it a tragedy? Was it a comedy? What’s going on?! “I think the audience was wrong,” Avery Bravo (’26) told me. “There were moments when people definitely shouldn’t have been laughing.” For her, one such moment was the scene with the dead seagull. I, on the other hand, did laugh at that scene— but I didn’t really know why. Was I wrong? Is the audience ever wrong? I’m not sure. If people laugh at something, surely it Continued on page 2 Vol. II Issue VII Printed Thursdays in Annapolis College History Task FOrce Report: An Overview, Part One The history and legacy of the College exist for most members of the St. John’s community in a mist of halfremembered facts, lies told on admissions tours, and the odd plaque commemorating soldiers or Francis Scott Key hanging around campus. Because of this, it is understandable that for some, it feels like the College exists, or at least should exist, in an ahistorical void, where inquiry can be pursued without the burden of time and space. However, the longer I spend at the College, and the more I read about the College’s history, the more I recognize the vital importance of understanding our place in history to any intellectual pursuit, and that pretending to not think about the College’s past is, in effect, choosing one interpretation of it and its significance to tacitly support. In particular, legacies of slavery and discrimination leave a stamp on communities to this day, and the College’s impact on the communities around it has been too long ignored. For this very reason, the Board of Visitors and Governors, sparked on by Adrian Trevisan, put together a task force four years ago to examine the history of the College. Its work has finally come to fruition in the form of a report recently distributed to the College community, which features a general history of the College, biographies of all the men after whom buildings on campus are named, and an architectural survey. By examining these histories together as a community, we will be able to avoid stumbling unthinkingly into a certain interpretation of the legacy of the College, and instead be able to make an active choice, with proper thought and discussion, about what our responsibility is in commemorating the history of our institution. The taskforce is calling for comments on the report in order to encourage this kind of conversation, and to make recommendations to the Board of Visitors and Governors about steps the College can officially take to remember its history. The full report, which everyone should read, a discussion guide, and a form in which to submit comments may be found online at sjc.edu/chtf. However, recognizing that some people may not have the leisure to read the entirety of the report, I will provide here some extracts from the section on the individual men, which is the focus of the task force. This Week in Seminar However, these lack some important context present in the original report and are not a replacement for it. Rather, I hope to make the report as accessible to the largest number of members of the community as possible, to ensure that the conversation about our historical legacy is well informed and includes the whole Polity. Hector Humphreys (1798-1857) Hector Humphreys was born in Canton, Connecticut in 1797, near his cousin John Brown, the abolitionist who led a raid on Harper’s Ferry in 1859. Humphreys attended Yale College, after which he moved to New York City to pursue theological studies. He was admitted to the order of the Deacon in Trinity Church, New Haven on March 21, 1824. Humphreys was appointed Professor of Ancient Languages at the newly established Washington (present day Trinity) College at Hartford, and his success at that institution made him a promising candidate for president of St. John’s College. Hector Humphreys served as the principal of St. John’s College from 1831-1857, and he is credited with recovering the college from the financial struggles it faced in the early nineteenth century. Many of the organizational changes that Humphreys made had a lasting impact on the curriculum and campus at St. John’s. During his time as principal, Humphrey placed a greater emphasis on science and established a laboratory for research purposes. He made military training voluntary and split the preparatory school into two sections, the Grammar School and the English School. The Grammar School served those who aimed to attend college, and the English School was for those who did not. Humphreys also led the department of “Moral Science” and covered the Greek and Latin departments due to limited faculty. In addition to his adjustments to the curriculum of St. John’s College, he also raised funds for the construction of a Boarding House which was completed in 1837. This building, now known as Humphreys Hall, was intended to relieve crowding in the College Building, present-day McDowell Hall. In 1855, Humphreys encouraged the Board to expand the campus again with the addition of faculty housing and Continued on Page 2 Upcoming Events: Freshman: Thursday, November 14th: Plato: Phaedo, 57A–84B Monday, November 18th: Plato: Phaedo, 84B–118B Sophomores: Thursday, November 14th: Plotinus: (selections) Monday, November 18th: Augustine: Confessions, I-V Juniors: Thursday, November 14th: Preceptorial Monday, November 18th: Preceptorial Seniors: Thursday, November 14th: Preceptorial Monday, November 18th: Preceptorial Friday, November 15th Friday Fare: Cannoli and Berries, FSK Lobby, 4pm-5pm Saturday, November 16th Listening Session of Original "Theatre of Turmoil" Soundtrack, with Composer Zachary Konick, Conversation Room, 2pm4pm Energeia’s Open Mic Night, Boathouse, 9pm- 12am Friday Night Lecture: "Aristophanes' Clouds and the Power of Logos" - Stephanie Nelson Page 1 �Thursday, November 14, 2024 St. John’s Collegian Should Society Be Harmonious? Socrates says that the ideal republic is harmonious, and this has become a common image in political thought. People form a city like notes form a chord. But Zuckerkandl taught me a new word, an alternative to harmony: polyphony. So, extending the metaphor, could a polyphonic society be better than a harmonious one? Harmony and polyphony are two forms of multitoned music. Harmony is “melody plus accompaniment.” The melody is in charge, and the alto, tenor, and bass lines are for the sake of it. Sure, the harmony has some power to change the ‘vibe’ of the melody, but for the most part it is subservient to the laws the melody sets down. The biggest of these laws is rhythm—every part in a harmonic piece will sing the same words at the same time. If this were a city, it would be hard to see the backup parts’ individuality, and even harder to imagine them free. Polyphony is the opposite. The parts sing different melodies at different times, and there is no one leader that dominates the piece. Each part gets its time in the sun, and once that time is done, the part steps aside to make room for another. With no eternal ruler, polyphony is more democratic than harmony. Moreover, each part in polyphony is unique and whole. In Sicut Cervus, the sopranos give us one musical idea, the altos another, and so on. Unlike in harmony, in polyphony every part can rightly be called individual. This makes polyphony truer to human nature. I am not my neighbor transposed a fifth up—I am someone else entirely. When I join a society, I want this fact to be recognized, my me-ness to be affirmed. It would be easy to take this line of thought too far, though. ‘Let me do and say whatever I want!’ But a society built on this idea would be like a song made of a dozen different chants all playing at once. No matter how good each may be on its own, when they all come together they create “nonsense [and] disorder.” Absolute freedom is unmusical. This is why, in polyphony, each part’s “right of selfassertion” is constrained by duty to the song. Every part shares the same key, time signature, and lyrics. They strive for the same end, coming together in one chord on the final syllable. These constraints elevate the piece to something beautiful. They also create the circumstances that allow glimpses of harmony to appear. But these glimpses come about naturally, like a murmuration of sparrows, rather than by the melody’s strict command. Vol. II. Issue VII Hector Humphreys Profile (continued) a new dormitory. Humphreys argued that fair compensation included staff housing and adequate dormitory space, believing such benefits would attract a higher standard of teachers to join the faculty, leading to an increase in enrollment. According to the 1840 census, Humphreys housed one free African American man and woman while living in Annapolis. Historic records do not indicate that Humphreys enslaved any individuals. El’ad Nichols-Kaufman Aphorism of the Week Οὐδένες ὁμοιότεροι τῶν ἀλλήλοις μαχομένων. Tarik Mahmud So which city is better, the harmonious or the polyphonic? I know I would choose the latter. I think the former image, much like cell-state theory, is a friend of tyrants (but if you want to hear more about that, let’s talk face to face). But regardless of which city you would choose, I hope this encourages you to be intentional with the images you use. Because if we understand these metaphors and use them with care, we will know what kind of community—what kind of world—we want to live in. Cast and Crew of Anton Chekhov’s The Seagull Henry Haggard What’s So Funny About a Dead Seagull? (cont’d) must be funny—especially in a theater. Who is a better judge of comedy than the audience itself? But, of course, it’s not all up to the audience. Director Margaret McConnell was expecting some laughs. She reminded me that Chekhov himself considered the play a comedy, albeit with some very tragic themes. It’s certainly not a comedy in the Shakespearean sense. “I guess you would call it dark humor,” said McConnell. “I think part of what can make something funny is the tragedy that goes along with it.” She ultimately wanted to preserve this balance of comedy and tragedy, keeping a bit of both. Until opening night, McConnell didn’t know what would get laughs: “As often happens in comedies, when you’ve been practicing a show for weeks and weeks, you forget that things are funny,” she said. “[The actors] found the audience laughing at things we’d never laughed at in rehearsals, and they would change the way they delivered certain lines, because they knew it would get a laugh.” In this way, the audience does influence the show environment— for better or worse. There were some truly poignant moments during the second half of the play which felt lost on an audience primed for comedy— for instance, Nina’s reunion with Treplev, or old Sorin’s lament of his unfulfilled dreams. “I wanted to get married—” he said, “and I never got married. I always wanted to live in town— and here I am ending my life in the country, that’s all.” Quiet little tragedies such as these fell through the floorboards on opening night: the audience just wasn’t prepared to take them seriously. They are sad things for me to write. Yet when I saw them, I laughed. How strange. “It is not a complete farce at all,” says McConnell. “We are laughing at Treplev, but at the same time we can understand his pain. We can relate to him.” In her opinion, to present the show only as a comedy would miss its depth. Some of it is meant to touch us in a different way. And then, of course, there is the final scene: Treplev’s suicide. After four acts of laughter, the play ends on a decidedly tragic note. Irina presides over a card game, laughing and talking loudly about herself. The other characters, worn out by life’s disappointments, distract themselves with cards and music. When Treplev shoots himself offstage, they even laugh, thinking that the gunshot was a bottle of ether exploding in the doctor’s bag. This final moment encapsulates much of the play’s mystery for me: is it a tragedy or a comedy? Is it a suicide or a bottle of ether? Chekhov answers the second question in the last line of the play: Treplev really does kill himself. What are we to make, then, of his subtitle, “A Comedy in Four Acts”? After the final scene, the audience walked into the lobby unsure of whether to laugh or cry. Aristotle writes in the Poetics that “comedy aims at representing men as worse, tragedy as better than in actual life.” (1448a) So, which is the Seagull? Insofar as its characters are ridiculous, melodramatic, narcissistic, and absurd, it is a comedy. We laugh because they are worse than us. But perhaps the tragedy appears in those few moments when we see them as something more— something better than us— or maybe, even, when we see in them something of ourselves. Helen Wagner Page 2 About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400600 words, while opinion should be kept short at 350 words. Just email sjca.collegian@gmail.com with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at eanicholskaufman@sjc.edu. Contributors for this issue: Helen Wagner, Writer and Editor Jacob Sharpe, Editor Henry Haggard, Writer El’ad Nichols-Kaufman, Writer Tarik Mahmud, Greek Aphorism � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, November 17, 2024 Description An account of the resource Volume 2, issue 7 of the St. John's Collegian, published November 17, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-11-17 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueVII_2024-11-17 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/570cfc731adb730e7e664c3d219943f3.pdf 5736f8fc6dc29dc7fbb76dd99ce8ea59 PDF Text Text Thursday, October 31, 2024 The St. John’s Collegian A Gadfly Publication From the polity Attention: Mathematical Discovery Dear Math Community, Ms. Benson’s senior math tutorial (MCD 34, T,R,F 910:20 a.m.) has discovered a new mathematical point! On our quest to construct a pair of Lobachevskian parallel lines, we found ourselves spending some time in Appendix II (manual pg. 86). Well on our way to complete this construction, we stumbled upon an ultra-parallel line springing forth from our illustrious point Q, perpendicular to our representative line VW, the patriarch of our family of ultra-parallels. We were astonished to find that such a foundational line concluded in an unnamed, and presumably unnoticed, point. We realized in this moment that our discovery came with a responsibility: we had to name this point. Here’s how it happened: one of your very own peers, Ms. Gennadiou, braved the board. All watching with amazement, she boldly declared, “I will name this point S”. To which, Ms. Benson suggested that we use a Greek letter. Everyone agreed, it was a fantastic idea, the Greek-ness of our point would surely make it stand out from the rest. Ms. Gennadiou quickly adjusted: “I will name this point δ because it kind of looks like an s.” There were no objections. Our class is like a math machine. I am sharing this news with a dual purpose. Firstly, if somebody could alert whoever is in currently in charge of math in this country, we could coordinate a time to receive our award. Secondly, we have reason to believe that there may be another unnamed point lurking somewhere in this diagram. Fear not— we are working diligently to find it— but if your class happens to beat us to it, please, again, alert whoever is in charge of math in this country. Really, it’s your civic duty. Adieu, M(athematician). Chloe Niedzielski Vol. II Issue VI Printed Thursdays in Annapolis Curating the SJC image Enrollment Committee Strategizes Against Dropping Application Rates Institutes of higher education throughout America are being challenged to prove their value to upcoming generations, and St. John’s is no different. Over the next few years, the country is facing a demographic cliff; the number of students graduating high school who are applying to college is significantly lower than in the past. More critically, the attitude of American young adults towards higher education is undergoing a distinctly negative shift. Students no longer recognize the cost and commitment of a college degree as worthwhile for their career and development, and those who do see value in a college degree gravitate towards large state schools and STEM programs. As a result of this, small liberal arts colleges, and humanities programs in general, are struggling. And for a school as uniquely dedicated to the liberal arts as St. John’s this issue is becoming ever more pertinent. As one of two undergraduate representatives to the Board of Visitors and Governors, I had the opportunity to sit in on the Enrollment Committee report during the board meeting this past weekend. The Enrollment Committee has recently been reconfigured, subsuming the Retention Subcommittee that formerly reported to the Visiting Committee. The board remains committed to increasing the college’s retention rate, but the focus of the Enrollment Committee will prioritize more rigorous strategies for marketing and admissions to address the decline in applicants which is predicted over the next few years. Already, this past year has seen a smaller freshman class than is desired, and the school is faced with the question of how to find new and creative ways to market St. John’s to prospective applicants who already express an affinity for the program and its values. Part of the marketing strategy involves a general push to spread awareness both locally and nationally about St. John’s and the Great Books Program through appearances in the news, podcasts, and publications. It also involves more modern approaches to marketing through social media platforms like Instagram and TikTok. The admissions team is seeking ways to draw in students with affinities for certain aspects of the program. This Week in Seminar This includes targeting sources related to our studies at St. John’s, such as advertising on subreddits for topics including Greek and Roman Mythology, Literature, History, and Philosophy. There are also efforts to market to students through pop culture references, such as Percy Jackson or Harry Potter. These marketing efforts pose an important question about what kind of public image will best communicate the spirit of St. John’s to a generation of students increasingly unfamiliar with our model of education and increasingly more involved in popular culture and social media. These efforts to reach a widening audience necessitate making important choices about who we are and how we can best express ourselves to the outside world. The marketing strategies that target students with particular interests must also make assumptions about what kind of students will enrich our communities and classrooms. The content we put out on social media, the messages we spread through our advertisements and programming, and the platforms that we choose as media for spreading awareness of our institution all impact how we are seen by the world and who we draw to St. John’s—and it seems to me that these choices will have a significant impact on who we are as a college in the coming years. Though the job of crafting our public image lies with the BVG and the professionals responsible for marketing and admissions, the necessity of increasing the visibility of St. John’s provides an important opportunity for us as students to reflect upon the image that we hope to share about our beloved college and the community of which we are a part. How do we capture the complexity of our community and program in a way that draws people in who will enrich our school and inspires upcoming generations to recognize value in the education that we provide? What might our responsibility be, as students and future alumni, to advocate for the continued growth and prosperity of our college and community, and spread an inspiring image of ourselves in the country and the world? If you have any further questions about this issue or the recent meeting of the Board of Visitors and Governors, please reach out to me (Catherine Greer) or Millie Ransohoff! Catherine Greer Upcoming Events: Freshman: Thursday, October 31: Plato: Republic, VIII–IX Monday, November 4: Plato: Republic, X Sophomores: Thursday, October 31: Bible, Acts of the Apostles Monday, November 4: Bible, Gospel of John; First Letter of John Juniors: Thursday, October 31: Preceptorial Monday, November 4: Preceptorial Seniors: Thursday, October 31: Preceptorial Monday, November 4: Preceptorial Friday Night Lecture: "Know Thyself in Dialogue with Others: A Case for Cross-Cultural Philosophy" - Bret Davis Page 1 Friday, November 1: JOC’s 90’s Kick Back, Boathouse, 9pm—12am Saturday, November 2: Masquerade Waltz, Dining Hall, 9pm Poets in the Conversation Room - Remica Bingham-Risher, Conversation Room, 2pm Monday, November 4: Monthly Music Mondays - "Sicut Cervus", Great Hall, 9:30pm—10:30pm Wednesday, November 6: Life Skills 101: Creating a Routine for Success, Student Health and Wellness Center, 12pm �Thursday, October 31, 2024 St. John’s Collegian NOTES FROM THE BVG MEETING Proposed Amendments to the “Polity” Document In the Board of Visitors and Governors meeting this past weekend, discussion was held over amendments to a document called the Polity. This Polity, not to be confused with our term for the polis of our campus, functions as the principal governing document for the College and is reviewed every five years by the Board in consultation with our tutors. It was instituted during the change to the New Program in 1945 and is intended to represent the core values and aims of the College. As such, any amendments or changes to this document are incredibly relevant to our life on campus. Why do we do what we do here at St. John’s, and how should that be codified into a constitution-style document for Board members and the campus at large to follow? The preamble to this 35-page document reads in part that “St. John's College strives to illuminate the common heritage of humanity in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moral foundations on which men and women may conduct their lives.” With these goals in mind, the Board’s Polity Review Committee has proposed various amendments and a general restructuring of the entire document. If passed, this will be the most significant change to the Polity since its adoption in 1945. Originally the Board intended to vote on these amendments at this past weekend’s meeting, but this has been delayed until their February session. Until February, then, we as a Polity have time to consider what the Polity is and ought to be, in both senses of the term. While the proposed amendments are not yet publicly available, the current iteration of the Polity document is freely accessible on the College website and quietly serves an essential role on how our campus is structured. It is important to note that we as students do not make this decision. We do not have a vote in the amending process, and as four-year Polity members who are not directly responsible for the fiscal and general upkeep of the College there is an argument to be made for this arrangement. Yet, these decisions do impact our beloved campus and our education, and with that in mind I ask my beloved Polity to keep itself familiar with the amendment process as it happens and stay in touch with this Johnnie constitution. Reagan Bottomley Aphorism of the Week Τῷ ναύτῃ κυμαίνει ἡ ξηρά. Tarik Mahmud In Memory of Eva Brann 1929-2024 Eva Brann, beloved SJC alumna, dean, and tutor emerita, passed away on Monday, October 28 at the age of 95, after more than 60 years of serving this college. The following is an excerpt from a lecture she gave in 1967 called “The Student’s Problem.” (The problem in question is “melancholy.”) “I cannot resolve this, the problem of my lecture and the question in my mind. I herewith hand it over to you, without, of course, myself relinquishing it. The study of the liberal arts, which are public and adequate learning procedures, and of their fruits, which are the various bodies of knowledge, as well as the absorption of the reflective tradition which is based on them, can only provide materials, tools and a language for questioning; the love of wisdom itself cannot be gained by study; and for that portion of our life of learning in which our unknown source fails us— for it is more arduous to maintain the condition of openness than a state of levitation— we must expect to be sometimes prey to the mortal’s malady, the confusion of the soul induced by the futile passing of precious time. But in this understanding of that sickness there is implicit the suggestion of a cure: to fix stubbornly and determinedly on that present preparation, that acquisition of the problem-solving arts and the problem-posing tradition, which is certainly at least a pre-condition of a questioning life, a life worth living.” The full lecture transcript is in the library. Rendelman Rundown A New Intramural Sport: Goaltimate Frisbee Three weeks ago, we saw a change to our intramural sport line-up. Now that every team has completed round robins in all three sports, Ultimate, Outdoor handball and Soccer, there has been one major change and two minor. Beginning with the minor changes, Soccer is being played primarily on the lower field and handball has moved indoors. The lower field is slightly larger than the upper field, which does not have a huge impact on the games, but is a factor to consider. Handball moving indoors makes the court smaller and dribbling a more consistent part of the strategy. Now onto the major change: Ultimate Frisbee has been replaced by a new frisbee game—Goaltimate Frisbee. In short, Goaltimate is like the half-court basketball of Frisbee. There are four players on the field from each team (two A-team and two B-team), subbing is continuous, and the game is divided into forty-minute halves. There are a few things that I believe to be crucial to a successful Goaltimate game: well-executed subbing and accurately placed players. Goaltimate is a fast-paced game that ultimately involves less running and is more accessible than Ultimate frisbee. With the A-team and B-team aspect of our program it is important that the captains place players accurately. When done right, it creates an even matchup and more fun play. However, with fewer on the field at a time there are less play opportunities than with Ultimate and thus there is a lot of down time. But despite the subbing struggles, increased down time, and A and B team discrepancy, the overwhelming polity opinion tends positive towards Goaltimate. Perhaps a suggestion, next year let’s start with Goaltimate and work our way towards the more difficult Ultimate Frisbee. Goaltimately it was a successful Goaltimate experiment. Vol. II Issue VI About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400600 words, while opinion should be kept short at 350 words. Just email sjca.collegian@gmail.com with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at eanicholskaufman@sjc.edu. Contributors for this issue: Above: Danny Ma (Greenwave, ’26) makes a throw. Below: Elena Molinar (Guardian, ’27) celebrates a goaltimate score. Photos by Lainey Rendelman. Helen Wagner, Editor Jacob Sharpe, Editor Reagan Bottomley, Writer Catherine Greer, Writer Tarik Mahmud, Greek Aphorism Lainey Rendelman, Writer Chloe Niedzielski, Writer Lainey Rendelman Page 2 � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, October 31, 2024 Description An account of the resource Volume 2, issue 6 of the St. John's Collegian, published October 31, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-10-31 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueVI_2024-10-31 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7caf51156c7581613b15b3232f4f524.pdf 823c4c03044e9fba18bcf9136f34a88e PDF Text Text Thursday October 24 2024 The St. John’s Collegian A Gadfly Publication From the polity: Echoing Whispers of a Succession Crisis? Nestled behind Humphreys Hall and beside the Greenfield Library stands a building shrouded in mystery and myth. This labyrinth of passageways and hidden chambers guards secrets untold, yet some echoing whispers threaten to break free from their brick-walled confines. The gnomes of Paca are growing restless. Venerable guardians of the underquad, they have long concealed its second entrance under the floorboards of this maze-like palace. The gnomes are a quiet people. They wish for nothing more than to aid the Lady of the Underquad, the peaceful mediator between the overquad Johnnies and the mystical underquad realm below. Yet the Lady of the Underquad has not yet chosen a successor, and the gnomes fear the day when the throne sits vacant and silence hangs over the kingdom. If she were to leave the Underquad without a ruler, the very quad may well crumble into the oblivion below. Still, there is hope! The Lady of the Underquad has met with the gnomes and promised to crown an heir well before the final Sicut is sung. Yet selecting a successor is no easy task, and the future of the Underquad must be secured. Having calmed the fears of the gnomes, the Lady of the Underquad has turned to me, Herschel P. Reuben. I am not and shall never be her heir, but I will gladly serve as a reporter to the polity. My duty is to make known the presence of the Lady of the Underquad to the Polity at large, and urge them to keep alive these true stories of St. John’s. For stories are indeed the fragile heart of a community, the flickering candle of life and love. Herschel Reuben UPCOMING SCI FORUM Courtesy of the Student Committee on Instruction Oct. 30th: What if my class is DEAD? WEDNESDAY. 11:45. PRIVATE DINING ROOM. Free lunch for off-campus students! Vol. II Issue V Printed Thursdays in Annapolis Paper Or Plastic? Or: How I Fixed Seminar The college is terminally ill with a disease with no name. While its symptoms are observed by many, no solid diagnosis has yet been identified, nor any course of treatment devised. I thought myself safe, until the Psalms seminar revealed unmistakable signs of that illness in me. Others commented after the fact how intolerable I was: hardly ever shutting my mouth, talking over others, putting down their ideas, and refusing to entertain any but my own; the evil Johnnie incarnate. That behavior is antithetical to who I am, so whatever could be the cause? After much contemplation, I happily discovered that I was not the problem. There’s no doubt that sharing one’s thoughts in seminar can be a traumatic and high-stakes environment. The room goes silent and stares at you while you monologue into your book, or swivel your head around, scanning the room for sympathetic eyes. There are none. They all hate you and think you’re stupid. People cope with this differently. Some don’t risk the pressure and never speak. Others feel obliged to defend themselves at all costs, and do so, terrified that if they don’t self-advocate, they and their ideas will be thrown overboard and sink to the bottom of the discourse. The ship of seminar has a helm carved for many hands, and even so, there are people trying to seize it for themselves. Dear reader, the cause of this is not simple verbosity in the culprit, or their lack of social awareness, or even their boorishness. This behavior bears the mark of that very terrible illness, what I call Affinity for the Self. With many faces around the seminar table, all speaking and trying to get their ideas across, it is easy to associate one person’s face with their idea. Think of how fond we all are of what proceeds from ourselves, as a parent is for their child. It’s only natural for us to be defensive of our ideas—so long as we know they’re ours. If you follow the logic, the cure is anonymity. Through a well-placed bag over the head, the speaker is disguised from others, and from themselves. The ideas permeating the natural fiber- or petroleum-derived membrane, like souls through the Lethe, are deprived of an explicit connection to their speaker and thereby freed. My theory had to be tested, regardless, and I found the second Tacitus seminar to be the perfect laboratory. As we discussed Rome’s readiness to willingly submit to tyrannical proceedings, I despondently noticed an This Week in Seminar immediate relevance to my seminar’s situation. My peers were the senate, squabbling under the Caesar of the self. I, crowned with a Whole Foods grocery bag, was Cremutius Cordus, ostensibly persecuted but truly free of soul. Without a face to associate my speculations with, my peers had no choice but to name them the product of their collective thought. The kraft paper, filtering my words, even seemed to alter me. I was completely unaware of the things I was saying, and therefore unable to develop that pernicious, arrogant attachment to them. Seminar was liberated for the small price of ten cents. Following this small victory, I naturally want to apply myself to the study of the other utilities of bag-wearing. I am presently writing under the hood of a plastic freezer bag, which, despite its proclivity for fogging up, protects my fragile brain from pesky Lucretian semblances threatening to interrupt my concentration. The sparing supply of oxygen leaves something to be desired, but I am finding myself increasingly capable of impressive quantities of work before I start hearing colors. Could such blessed garments find utility in other places, perchance intramurals? I hazard a yes. An influx of sports-related injuries may soon find their relief in the humble insulated grocery tote. Outside of cushioning cranial impacts, they would prevent the players from seeing where they’re going, likely preventing them from undergoing injurious behavior in the first place. Goodwill would return, which was often lacking in these games, by making it near impossible for any team to win. The sooner these teams stop trying to prevail over one another, the better for the college and its purported egalitarian mission. I leave you, dearest polity, with the exhortation to see this invaluable garment universalized. If not advocating it to college leadership, you would do well beginning the change in yourselves. Johnnies would be philosophers in the truest meaning of the word, once more pursuing truth together in a spirit of collective insight, abolishing the holding of some that seminar is an event to be won, where one camp of ideology must prevail over the others. Farewell! Jacob Sharpe Upcoming Events: Freshman: Thursday, October 24: Plato: Republic, IV 427D–VI 502C Monday, October 28: Plato: Republic, VI 502D–VII Sophomores: Thursday, October 24: Bible, Matthew Monday, October 28: Bible, Luke Juniors: Thursday, October 24: Preceptorial Monday, October 28: Preceptorial Seniors: Thursday, October 24: Preceptorial Monday, October 28: Preceptorial Saturday, October 26th: Guest Lecture: Goya’s Theatre of Cruelty Conversation Room, 6pm to 7:30pm - Reality’s Halloween Great Hall, 9pm Wednesday, October 30th Resume Writing Workshop Studio Theater, 5pm Friday Night Lecture: Gregorian Choir of Paris Page 1 �Thursday, October 24, 2024 St. John’s Collegian CLUB SPOTLIGHT: PROJECT POLITY Vol. II. Issue V Squirrel :) An Interview with Kurtis Bleakley, Archon What’s your history with Project Polity? I started coming during my freshman year. At the time, Luke Briner was the archon. It means something to me that there’s a service community here — a volunteering group that takes what we learn about virtue here and acts upon it in the world. Why is service important to you? I did a lot of volunteering in the past–I taught ESL for a while and gave food to the homeless— and it always struck me in a very moving way how kind people are to you when you help them. There’s this intense connection. In some ways it’s ineffable What’s your relationship to service as a Johnnie? I think of the Greek arete—virtue and character— and how Aristotle puts it in the Ethics. Virtue is practice. It is involved with continuing and furthering yourself. Leibniz even speaks of this too— perfect things becoming more perfect. So, there’s this overarching motif, I guess, between certain texts, of how we can become better human beings. How has your involvement with Project Polity affected your academic experience? When I read, I find myself more attuned to how philosophies can help the world. Certain texts are very abstruse, very metaphysical, but the question that always percolates in my mind is: how can we use this to help others, or how can this affect the quoteunquote “real world” as opposed to the life of the mind? I think that’s a common refrain here, but for me it’s more epitomized when we do stuff like tutoring, cleaning up trash, and so forth. What have you read recently that you liked? This is off-program, but this summer I read a book by David Brooks called How to Know A Person, where he talks about the art of conversation and listening, which I thought was very moving. On-program, I really do love the Ethics. I really like Leibniz and Spinoza and their sense of one-ness. The Irish poet David Whyte has this quote about the conversational nature of reality and I wonder if, the more we read here, the more we see that all things are interacting With each other. How do you think St. John’s does in engaging with the greater Annapolis community? I think we really could expand ourselves. I’ve had many beautiful intellectual conversations with people outside of St. John’s—I talked to a waitress the other day and she had a doctorate. I think there are more opportunities to bring St. John’s students out into Annapolis, and Project Polity is one of them. What would you say to people who haven’t come out to a service project yet? I hope this doesn’t come off as selfish, but I really do think that volunteering is good for you as an individual, and for your mental health. Having positive thoughts about your day and seeing your ability to help someone is very good for you. When we go out tutoring, you can see the effect we have on these children. It’s very moving to see how you can help them become better readers and mathematicians. In Meno, the slave boy didn’t do the mathematical work by himself: Socrates engaged him in conversation. We’re taking things like that and bringing them out into the real world. What projects are coming up? We have a semester food drive on November 2. If you want to help with that, please email me or accost me in the hallway. Later, we’ll also be making trash cans for dog poop by the creek. We might also organize a 5k in the spring. And we do weekly tutoring with the Stanton Center’s after school program. Interview by Helen Wagner Email Kurtis at kmbleakley@sjc.edu. Aphorism of the Week i take 1 taste i must make haste der may be dangers i haf to face mouf full of food mus not be rude ders not a seed i havent chewed da seeson change da weather strange so preperations i must arrange i look around survey da ground for spot to hide dis meal i found still on alert i dig da dirt a littol deeper it cannot hurt i stand up high pawz to da sky i thank saint john for pumkin pie Vivian Miyakawa PLEASE MAKE SUBMISSIONS TO Ἄνθρωπος ὁ ἄρχων ἄρχοντος ἄρχει τοῦ ἀρχομένου. SJCA.COLLEGIAN@GMAIL.COM Tarik Mahmud Annual Security & Fire Safety Report Every year, the College is required by federal law to release a security and fire safety report covering the previous year. These reports include, aside from a detailed record of safety procedures on campus, a record of all the crimes reported on campus, and all alcohol and drug related violations dealt with as campus disciplinary referrals. This year’s report, issued September 30th, covers incidents in the 2023 school year. About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. In general, the report shows similar numbers to last year, with a reduced number of almost all crimes and violations relative to high peaks in 2021. No particular incidents requiring clarification occurred in 2023. The report, which was emailed to the entire Polity and can be found in a physical format in the Public Safety office, features more in-depth data, but you will find here collected tables of the most frequent categories of crimes and violations across the past ten years, collected from several previous reports. The report notes that the high spike in 2021 comes from officers being “more diligent in documenting violations of college policies,” than in previous years, as well as residual effects from the pandemic. oh golly gee pumpkin 4 mee outside on steps is lovely treet Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400600 words, while opinion should be kept short at 350 words. Just email sjca.collegian@gmail.com with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at eanicholskaufman@sjc.edu. El’ad Nichols-Kaufman Page 2 Contributors for this issue: Helen Wagner, Editor Jacob Sharpe, Editor Tarik Mahmud, Greek Aphorism Vivian Miyakawa, Poet El’ad Nichols-Kaufman, Writer Herschel Reuben, Writer � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, October 24, 2024 Description An account of the resource Volume 2, issue 5 of the St. John's Collegian, published October 24, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-10-24 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueV_2024-10-24 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/08c854df34b8834a1143fb6799c36e26.pdf cbeca516505fdd9b5067a22efd1ba305 PDF Text Text Thursday October 10, 2024 The St. John’s Collegian A Gadfly Publication From the polity Are You Registered to Vote? On Friday, September 20th, one eighth of the polity registered to vote and requested their absentee ballots for the November 5th election. On that day, Reading Women ran a simple voter registration drive, made up of three sophomores with laptops, a pile of stamps and envelopes, and a homemade document of all the links to register to vote or apply for an absentee ballot from any of the 50 states. Sitting at a commandeered table in the FSK Lobby in the after-class rush, striving to outcompete the Friday Fare, I was thrilled to find that in just two hours, we helped almost 50 students make a plan to vote. In part, I was surprised, having always thought of our campus culture as aloof from the rest of the world. Kept busy with demands like seminar readings and papers, it can be easy for us to forget the obligations we have to our greater community. But when those responsibilities look you in the eye with a handwritten “voter registration drive” sign and a smiling face, it’s incredible how eager Johnnies are to make a difference in this election. After helping students from New Jersey to Georgia to California, I was reminded that, of course, our polity cares about our community; they just needed a little nudge. So, if you didn’t see our humble voter registration drive, here is your nudge. Presidential, congressional, and local elections are all happening on Tuesday, November 5th. But voter registration deadlines are coming much sooner. If you have never voted before, you must do this either through your home state or in Maryland, with those applications being due as early as the first week of October. Depending on your state, you may be able to do this online, or you may have to mail in an application. To ensure your right to exercise your voice in this election, take care of this as soon as possible. If you don’t plan on traveling home on a Tuesday to vote, you also need to apply for a mail-in ballot, which most states will happily send you, given enough notice. Because you will be dependent on the efficiency of the USPS, I highly encourage you to apply for these even sooner. I’ve attached a QR code (page 2) for the document linking the applications for voter registration and absentee ballots for every state. For those from Maryland, the state requires that you vote in your district, so if you can’t make it home, you too should apply for an absentee ballot. If you aren’t from Maryland but would like to vote here, the state allows you to use your dorm address as a residence. (continued on page 2) Vol. II Issue IV Printed Thursdays in Annapolis MOVE Over, PALESTRINA Shape Note Singing Brings New Tunes to Pendulum Pit Last Saturday afternoon, harmonious music filled the pendulum pit and drifted down the empty Mellon corridors. This time, though, it was not Sicut Cervus. In fact, it was not polyphony at all. It was more raucous than Ave Verum, rawer than Beatus Vir, and louder than any Sicut sing Mellon has ever heard. The voices sang not in Latin but in English, in four-part harmony: When Gabriel’s awful trump shall sound, And rend the rocks, convulse the ground, And give to time her utmost bound, Ye dead, arise to judgement. The song seemed to echo like the mountain hollows of Appalachia. Who was singing it? What could it be? This style of music is called shape note singing, a centuries-old tradition that Mr. Stoltzfus has recently helped introduce to St. John’s. He hosted the first sing on campus last month, and another last Saturday (Oct. 5). The singers were a mix of johnnies and nonjohnnies, old and young, from experienced singers to total newbies. I (a newbie) showed up to sing, then hosted an impromptu interview with several of the singers afterwards, including a St. John’s alum. Now, I’m here to share the music with you. Shape note singing has a unique notation style. The notes of the scale are represented by four different shapes which correspond to different musical syllables: rectangles (la), triangles (fa), diamonds (mi), and circles (sol). Each shape denotes two different intervals on the scale, except for mi, which is always the seventh. The singings are arranged similarly to our Wednesday Sicuts: the four voice parts face each other sitting in a square formation, with the leader in the middle. Leadership rotates around the room, with everyone getting the chance to choose and lead a song. When I first sat down in the alto section, I had no idea what I was doing. Someone handed me a Shenandoah Harmony songbook, someone else gave a pitch, and everyone began to sing. At first, they sang the syllables: fa la sol mi. They went through the song once this way, sightreading the note shapes, then sang it again with words. “This is a method of singing to teach basic music theory principles and get everyone up to speed as fast as possible,” RB Bartgis (A09) told me later. “So, you can sing a piece in four-part harmony with basically no rehearsal.” Collegium in 2005. “The first time that you sit in the square and have the music hit you is really amazing,” they told me. This year, they and Mr. Stoltzfus decided to bring that feeling back to St. John’s. RB loves the contrast of shape note singing with the music we study here: “This is not something you’re gonna find in the St. Matthew Passion,” they joked. Not only are the harmonies based around different intervals from baroque and classical music, but shape note singing is also never a performance. “We’re singing for ourselves and each other and it’s really in the moment,” said Susan Green, who’s been singing since the 70s. She met her husband Richard at a shape note group in grad school. “I sing in choirs,” Richard said, “and other groups where there is more musicology applied, and more performance. But I love this, because it’s different. You sing full-throated. The harmonies are beautiful. It supplements everything else I do.” Despite the musical differences, shape note singing reminds me of our Sicut sings: we sing for each other, facing inwards, enjoying the music for its own sake without the thought of an audience. And it brings us together. One word came up again and again during my interview: community. “Singing is really as much about that community as it is about the music,” said Thomas Ward, a DC-based singer. Susan agreed: “the community is bound together by these songs.” There is something about group singing traditions—whether shape-note or polyphony—that connects people in a uniquely beautiful way. The harmony of our voices becomes an expression of our fellowship. Our closing song on Saturday was called Overton. We all stood up to sing it, and I looked around at the people who I’d spent the last two hours making music with. Most of them were ostensibly strangers. Nevertheless, after our time together, the words of the song felt right: Brethren, with pleasure let us part, since we are of one mind and heart; No length of days, nor distant place, Can ever break these bands of grace. The full interview will be published in Gadfly issue IV. Helen Wagner Mr. Stoltzfus hopes to continue shape note singing at St. John’s, and the next session in the pendulum pit is currently scheduled for the first Sunday in November. Show up and give it a try! RB got involved in shape note singing after hearing Mr. Stoltzfus’ madrigal choir sing a piece at winter This Week in Seminar Freshman: Thursday, October 10: Herodotus: History, V, 105; VI, 48–120; VII (entire) Monday, October 14: Herodotus: History, VIII; IX Sophomores: Thursday, October 10: Plutarch: Lives, Caesar; Cato the Younger Monday, October 14: Tacitus: Annals, I-II Juniors: Thursday, October 10: Spinoza: Ethics, Book 1 (selections), Book 2 (selections) Monday, October 14: Leibniz: Discourse on Metaphysics Seniors: Thursday, October 10: Marx: Capital (selections), The Economic and Philosophic Manuscripts of 1844 (selections) Monday, October 14: Kierkegaard: Fear and Trembling, Through Problema I Friday Night Lecture: "The Ethics and Aesthetics of Sympathy in Sophocles' Philoctetes" - Professor Ellwood Wiggins Page 1 Upcoming Events: Day of the Week, Date: Saturday, October 12: Greenfield Library Annual Book Sale, 12pm to 3pm, Library patio Monday, October 14: Monthly Music Mondays - "Sicut Cervus", 9:30 pm, McDowell Great Hall �St. John’s Collegian Thursday, October 10, 2024 Seniors Save Mellon! (Almost) Exiting seminar before a long weekend is a strange experience, with a strange combination of the intellectual buzz that always accompanies the end of a good discussion and the elation of being free from classes for the next few days. Your faithful reporter was very much feeling this strange beginning of long weekend energy as he exited class on Thursday, but was quickly knocked out of it by an even stranger sight: a large pool of water on the floor of Mellon, dripping down from the ceiling. This reporter looked over at Helen Felbek, who was accompanying him at that moment, and who immediately figured out what was going on. “It’s coming from the tank room!” The two rushed up together, and after struggling for a moment to find the light switch, discovered water all over the floor, and a leaky fish tank. They set to work draining it, and were shortly joined by a pair of tutors. Your ingenious correspondent was convinced a siphon was the best way to solve the problem, and spent a good deal of time trying to get one set up, while more practically minded people present began draining it with a pitcher. Fortunately for all, tank room assistant Louis Rosenberg shortly arrived, and took charge of the situation, and the tank was safely drained. However, a small lake still remained on the floor of the tank room, and presumably therefore in the ceiling of Mellon’s first floor. The tutors quickly disappeared, and no other responsible staff member was present, leaving students with a conundrum. Indeed, dear reader, your writer himself considered abandoning the place, leaving someone else to deal with it, but the rest of the students in the room immediately set to work, taking responsibility in their own hands, and thus your correspondent had no choice but to join in. This noble band of seniors was soon expanded with the additions of Reggie Yang, Luke Widenhouse and Whitney Bixby, who assisted in scrounging around for mops, and then mopping away the flood, first in the tank room, and then on the first floor. Thanks to their efforts, mopping late into the night (10:30 pm, long past this writer’s bedtime), Mellon’s water damage was minimized, although not prevented. From this very humble writer’s point of view, there was something fulfilling about being able to get to action and actually take up a very concrete problem facing the polity in his own hands. Perhaps he, and the rest of the College, should do so more often. The sad condition of the polity continued in long music, where, once more, I was the only attendee. The tutors and (it goes without saying) the other students eschewed the musical perfection of their souls for, presumably, some baser, animalistic form of merriment, like billiards. I carried the class, having learned all four parts of Ave Verum Corpus. Do it early for peace of mind. Maryland early voting will begin Thursday, October 24th and be open for a full week. New voters can even register to vote during early voting or on November 5th, at the nearest polling location, just a short walk down West Street at 119 S Villa Ave. Reading Women will host a walk-to-the-polls event closer to election day to make it even easier. I know you have opinions about this country. I know you want to share them. This is your sign to jump through the hoops to make your community listen to what you have to say. Take this opportunity and see the good that comes of it. Delaney Costello Scan the QR code for registration applications and absentee ballots! As of October 10 DC meeting Aphorism of the Week Ὅσον γ’ ἡμεῖς οἱ ἄνθρωποι ἀπὸ τῶν θηρῶν οἰόμεθα, τόσον θὴρ ὁ ἕκαστος ἀφ’ ἡμῶν τε καὶ πάντων ἄλλων θηρῶν. St. John’s Chorus: $37.89 Delegate Council: $67.51 Energeia: $2750.99 Jazz Coalition: $250 COME TO CSL FORUMS! Courtesy of the Committee on Student Life Lunchtime discussions about non-academic student life issues. Tarik Mahmud THURSDAYS. 11:45. PRIVATE DINING ROOM. (Found on an Unspecified Seminar Room Table Monday Evening After Long Weekend) It was 9:03 AM on Friday that I knew something was wrong. No one had shown up to math, not even our tutor. Fortunately, I had prepared to demonstrate the remainder of book XII, and did so, vainly hoping that at least one of you would remember the unbreakable covenant to academics you made at convocation one short year ago. It was a productive class for me, no one was present to challenge my immaculate command of geocentrism, but I grew despondent when nobody was even there to lazily nod along as I demonstrated. Voting article, cont’d Club budget update El’ad Nichols-Kaufman A Letter of Farewell I suspected something was afoot after seminar Thursday when the comment, “See you at math tomorrow” was the cause of amusement among you people. Failing to observe the humor in a fruitful discussion of the Ptolemaic system, I did not regard it. Little did I know that such a comment would be the harbinger of a pestilence of academic truancy making landfall on this sacred campus. Vol. II. Issue IV It wasn’t easy going— my voice doesn’t go high enough for the soprano part— but persistence is the fount whence springs success. Today, I held out hopes for a renaissance of academic motivation, but to no avail. I was greatly disturbed by this sudden change in the student (and tutor) body’s newfound lack of integrity, and so had neglected my translation duties. I regret to say this, but my misstep faced no consequences, for no one showed up to language tutorial either. I see how it is now, St. John’s Polity. You carry on with your bonfires and see where it gets you. It appears absenteeism is what we’re doing now, but at least I have the common decency to let you know about it. I won’t be seeing you at seminar tonight, but something in me suspects you have no intention of going anyhow. Your Disconsolate (Former) Academic Comrade-in-Arms UPCOMING SCI FORUMS Courtesy of the Student Committee on Instruction Oct. 16th: The Algebra Exam: Does it work? Oct. 23rd: What are the rules of seminar? WEDNESDAYS. 11:45. PRIVATE DINING ROOM. Free lunch for off-campus students! Page 2 About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400-600 words, while opinion should be kept short at 350 words. Just email sjcacollegian@gmail.com with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at eanicholskaufman@sjc.edu. Contributors for this issue: Helen Wagner, Editor Jacob Sharpe, Editor Delaney Costello, Writer El’ad Nichols-Kaufman, Writer Tarik Mahmud, Greek Aphorism � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, October 10, 2024 Description An account of the resource Volume 2, issue 4 of the St. John's Collegian, published October 10, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-10-10 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueIV_2024-10-10 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3c09f7617d26e7a3fe9586ddeb4ae765.pdf 67f09bc5d89400d19a7da5368c3eab83 PDF Text Text Thursday, October 3, 2024 The St. John’s Collegian A Gadfly Publication From the polity Robes in Seminar Printed Thursdays in Annapolis Alumni association holds meetings over Homecoming Weekend In conjunction with this year’s homecoming celebrations, the St. John’s College Alumni Association convened for a Board Meeting on Friday, September 27th, and an All-Alumni Meeting on Sunday, September 29th. Both meetings were chaired by Katarina Wong (A’88), President of the Alumni Association Board (AAB), who oversaw updates from working group leaders and officers on the past year’s initiatives. Photo by Evan Hamilton Last week, I wore an academic robe to seminar. Why did I do this? Seminar is the source and summit of our academic life at St. John’s. It is a liturgy (λειτουργία) in the original sense—a work of the people, a ritual, a public ministration. While for all other classes a certain informality is acceptable, at the seminar table it is fitting for a Johnnie to show up at the top of his game not only in his intellectual preparation, but in his raiment. In doing so he shows forth a certain seriousness regarding the task at hand, as well as a pride in himself which augments both the respect he renders and receives. We are not angels, and thus are incapable of pure intellection without the use of bodily mediation. This being the case, we do well to embrace the embodied character of seminar, specifically by dressing up. I have been proud to see the new freshman embrace this. You are a well-dressed bunch! Every blazer and long skirt I see on a Monday and Thursday evening fills me with joy. But why an academic robe? I have three reasons. First, it is traditional. Originating in Medieval Oxford and Cambridge, the academic robe or gown was first worn by scholars to keep them warm while reading during the cold British winters. Today in most places robes are Continued on page 2. Vol. II Issue III A major focus of the meetings was the new strategic plan for 2024-26. This plan seeks to enhance collaboration across the Association’s five key areas: alumni support, student support, community engagement, fundraising, and governance. By improving communication between stakeholders, the AAB aims to increase its overall effectiveness. Wong noted that moving forward, communication with alumni will be sent out tri-annually. The AAB is also encouraging more alumni to become active volunteers, offering their time and expertise to support these efforts. With the college transitioning to a philanthropic funding model, alumni engagement in fundraising has become even more critical. President Demleitner emphasized that tuition alone can no longer sustain the college’s high academic standards. Alumni contributions are essential, and Wong stressed that every donation, regardless of size, makes a difference. Hayden Pendergrass (A’14) reported that 30% (114) of first-time donors in 2024 were reached through Alumni Giving Council events. Fundraising efforts this year included Giving Tuesday, which brought in 489 gifts totaling $121,000, the Day of Giving, which raised $204,738 from 789 gifts, and the Croquet Giving Tent, which generated 175 gifts. As part of the new strategic plan, the AAB is also increasing its focus on supporting international students and introducing a senior writing period support structure. Richa Bhattarai (A’18), from the Career Services Working Group, highlighted the success of the Odyssey Program, which paired 30 alumni volunteers with 39 students for career mentoring. This year it has been expanded to include sophomores and juniors. In light of the creation of a new website called “Careers for Johnnies” the program will adopt a new approach utilizing eight wide career fields to organize resources. Demleitner empathized that this is by no means an attempt at excluding certain This Week in Seminar Freshman: Thursday, October 3: Plutarch: Lives, Lycurgus; Solon Monday, October 7: Herodotus: History, I; II 50–53, 112–120; III 37–38, 66-87 Sophomores: Thursday, October 3: Virgil: Aeneid, V–VIII Monday, October 7: Virgil: Aeneid, IX–XII Juniors: Thursday, October 3: Hobbes: Leviathan (selections) Monday, October 7: Spinoza: Ethics, Book 1 through proposition 29, marginal pages II/45–II/71 Seniors: Thursday, October 3: Marx and Engels: The German Ideology; “Theses on Feuerbach” (selections) Monday, October 7: Marx and Engels: Capital (selections) Page 1 career paths or to pressure students into specific careers. Alumni present at the meeting were particularly keen to point out the importance of structured guidance on careers in STEM and medicine. The Student and Recent Alumni Group (SARA) reported on a new project to provide diploma tubes for the graduation ceremony. SARA aims to improve messaging to avoid past confusion where their presence was misinterpreted as a fundraising solicitation. Looking ahead, the Association is preparing for its bicentennial in 2027. A special committee will be formed to coordinate the celebration. The weekend also saw changes to the AAB. Interim Board member Nani Detti was confirmed, replacing Matt Pryatel, who stepped down due to work commitments. At the end of the All-Alumni Meeting, election results for new officers and at-large directors were announced. Beth Martin (A’94) was elected Secretary, Richa Bhattarai (A’18) Treasurer, and Ginger Kenney (A’67) the BVG-Alumni representative. Newly elected and re-elected directors at-large include Hayden Pendergrass (A’14), Jacob Greenstine (A’10), Aishwarya Scharma (A’20), Charles Bieneman (SF’89), Hannah Stires Ard (A’92), Joseph Larson (A’90), and Shannon Lynch Albitton (SF’20). The Board also announced the recipients of the Award of Merit, which will be presented to Malik Gillani, Rose Carmen Goldberg, Thomas More Donnelly, and Tia Pausic at a ceremony next term in Washington, DC. The Volunteer Service Award was given to Brian Becker, Leslie Kay, and Steve Virgil. Additionally, five individuals were named honorary alumni in recognition of their service to the college: Victoria Campbell, John Cornell, retired tutor Henry Higuera, Julie Romero, and former president Mark Roosevelt. The next board meeting will take place virtually in December. Helen Felbek From The Mitchell Museum: "The biggest hindrance to wanting to understand a work of art is wanting to understand." —Bruno Munari (1907–98), Italian artist, designer, and inventor courtesy of /m Upcoming Events: Friday, October 4 Long Weekend begins Saturday, October 5: Poets in the Conversation Room: Carolyn Forché, 2pm, Mellon Conversation Room Monday, October 7: Long Weekend ends (seminars meet) �Thursday, 3 October, 2024 St. John’s Collegian A WEEKEND WITH THE RUSTY WICKETS: Homecoming’s Alumni Croquet Match Homecoming weekend started off with a bang— some alumni chose to attend the opening of the new bookstore and coffee shop in Edensword. but others ditched the formality and joined the St. John’s croquet team for practice. It was intended to be a tournament of sorts, but that quickly fell apart. Instead, alumni and freshmen were paired up and played against upperclassmen. On courts 1 and 2, current students fared pretty well. Court 3 is referred to as the party court, due to its decline and other frustrating landscaping. Magnus Oberg and Caden Marshall were placed at this court, against Rusty Wicket Sam Collins and yours truly. Collins was a truly remarkable player, getting to the alley (the opposite side of the court) significantly faster than Oberg and Marshall managed to do. This was without the aid of me, his partner, due to my inability to hit the ball. Unfortunately, Collins and the other alums left early for dinner around 6, leaving me to finish the game. While it was filled with good sportsmanship, it was evident that I need to work on my croquet skills. The Rusty wickets appeared to miss croquet in their postcollege lives—a fact made evident when they arrived on the field bright and early Saturday morning. Unlike Friday, it was a much more pleasant day to play croquet. Like Friday, it wasn’t much of a tournament, but good practice for current students and a way of connecting with alums. They seemed to get a great deal of joy out of it, most likely due to the inaccessibility of croquet outside of On Voting: A Letter from Ms. Locke St. John’s. It serves as a good reminder to appreciate the gifts we have at the college while we are still here. I’m looking forward to seeing the Rusty Wickets at the Annapolis Cup in April! Willa Rothenberg Aphorism of the Week Cold water is fleeting. Caleb Briggs Student Committee on Instruction: Wednesday Forums 11:45, Private Dining Hall. All Are Welcome! Wed. Oct. 2nd: Are the essays we write here pointless? Wed. Oct. 9th: Do we need moments of silence in seminar? Wed. Oct. 16th: The Algebra Exam: Does it work? Wed. Oct. 23rd: What are the rules of seminar? Vol. II. Issue III Seminar Robes Article, Cont’d used as sorts of secular vestments for convocation and graduation ceremonies. We at St. John’s are the New Oxford. We have inherited and preserved traditions such as Don Rags which have fallen by the wayside everywhere else, and it is incumbent upon us to not allow the distinctive garment of the learned man go the way of all flesh. Second, it is simple—in fact, simpler than usual formal attire! You can buy an academic robe on Amazon for as little as $14.98. Even if you wear it over a T-shirt and sweatpants, you will look the part of a scholar. Third, it just looks really cool. I am a strong proponent of all garments which are robe-like, traditional, and cool. Cassocks, kimonos, togas, monastic habits, agbadas, thawbs—they all fit the bill. If you find yourself in agreement with the sentiments expressed above, please join me in robing up for seminar Monday of next week (Oct. 7). Jackson Green BOOKSTORE HAIKU Bookstore in Campbell I fear'd a thing and it came No Warrior cats Nate Burke Wed. Oct. 30th: What if my class is DEAD? BUDGET UPDATE: Club Budgets Approved by the DC as of October 1 Meeting Here’s a plain question: Are you registered to vote? As college students living in Maryland, you American citizens are eligible to register here, even if you already registered elsewhere. Or you can register with your permanent address in your home state. It takes 10 minutes, at vote.org. This website links to each and every state, can give you the rundown on what will show up on your ballot, and alert you to deadlines before the November 5 election day. You will need to know your social security number and driver’s license (or state ID), depending on your state. If you think you are registered to vote, please confirm. Have you requested an absentee ballot? Go straight to vote.org. They will easily mail a ballot to you, but on-campus addresses must read: Name 60 College Avenue Annapolis, MD 41401 Please don’t put it off: your vote truly matters. Just as you have taken your education into your own hands in an intentionally (ideally) democratic classroom, exercise your right to vote. Scan the QR code for a brief video overview of the 19th Amendment. If you have questions or would like me to walk you through the process, email me at pmlocke@sjc.edu. Thanks, 3D Printing- $319 Alexander Hamilton Society- $400 Board Games Club- $325 Christian Fellowship- $363.94 Cinema Club- $1,260 Darkroom- $700 Filmmaking Club- $885 Historia- $450 Historical European Martial Arts- $2,030 Johnnies of Color- $1,855 Jiu Jitsu- $1,935 King William Players- $4,150 Law Club- $650 Project Polity- $40.28 Purls of Wisdom- $172.39 Rock Room Club- $446.44 Spanish Speakers- $500 String Ensemble- $300 Too Much Light Makes the Baby Go Blind- $85 Video Game Club- $250 About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more indepth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting ! Submissions for news articles should be between 400-600 words, while opinion should be kept short at 350 words. Just email sjca.collegian@gmail.com with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at eanicholskaufman@sjc.edu. Contributors for this issue: Helen Wagner, Editor Jacob Sharpe, Editor Helen Felbek, Writer Jackson Green, Writer Patricia Locke, Writer Patricia Locke, Tutor Willa Rothenberg, Writer Photo from the SJC archives, submitted by Jackson Green Page 2 Caleb Briggs, Oneiric Aphorism Nate Burke, Poet � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, October 3, 2024 Description An account of the resource Volume 2, issue 3 of the St. John's Collegian, published October 3, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-10-03 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueIII_2024-10-03 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6341cec057a02d5873485f6a2e130035.pdf 36783473da06d728a019add34eb4ddd1 PDF Text Text Thursday September 19, 2024 The St. John’s Collegian A Gadfly Publication From the polity A Letter to the St. John’s College Administration Concerning the Gravel Parking Lot by the Gym Dear Powers That Be, One of the great treasures of St. John’s College is our back lawn. It is simultaneously one of the most beautiful, and most frequently used parts of our campus. It is where many of us read, play sports, sunbathe, stargaze, watch the sunset, and occasionall y oil wrestle or have snowball fights. Front campus is our presentable, outward-facing, hedge-lined yard. It is there we play croquet, and generally put forward our most dignified visage. The quad is half polis agora, half back deck—the place where on Monday and Thursday night post-seminar conversations continue beyond the stamina of the tutors, and where on Friday and Saturday night quad bools continue beyond the stamina of Public Safety. But it is the back lawn which is really the most precious. It is here in the enclosed privacy of our academic cloister that we are allowed the most important condition for the study of the liberal arts—leisure. Why is this so critical? Without leisure, liberal education is impossible. Because it is not in itself a practice directed to some ulterior end—because it is not inherently ordered to being ‘useful’—the student of liberal education must have time and space which is free from the necessities of life which demand ‘usefulness’. Our lawn is such a space. It is not a place where we do ‘useful’ things—and even when we do, we could do them elsewhere if we pleased, and with fewer distractions. But because it is the chosen destination for ‘useless’ activities, it is one of our most used spaces. For us to continue our devotion to the New Program, the college lawn is indispensable. It is one of a few spaces on campus which—like our education—is primarily delightful, not functional. It is a place of freedom where the liberos made ex liberis libris libraque can come, as the American revolutionaries who gathered under the shade of the Liberty Tree came to our campus, for their own purposes and not those imposed upon them by others. It is an icon of who we are, what we do. To deny our lawn’s central importance is to deny the very essence of St. John’s College. Continued on page 2 Vol. II Issue II Printed Thursdays in Annapolis Creature Feature: Luna Moth Caterpillar Spotted It was a warm sunny day on Friday when this reporter was walking up to McDowell and an abnormally-large, bright green caterpillar crawled across the path. The caterpillar quickly attracted a small crowd of Mr. Duffy (Tutor), Ms. Sprout (A26), and Mx. Bixby (A25) as we all gawked at the hungriest caterpillar we ever did see. After a quick, tentative ID from Insect Farming Club Archon, Louis Rosenberg, it appears that this impressive creature–which continually fell on its side due to its corpulence–was a soon-to-be luna moth in its final days as a caterpillar. The luna moth caterpillar goes through five stages as a caterpillar, called “instars”–periods between molting. Judging by the size and coloring of this caterpillar, it seemed likely at its fifth instar and ready to begin pupating–spinning its cocoon. Each instar of a luna moth caterpillar can last 4-10 days which means a caterpillar can spend up to 50 days eating before spending around two weeks in its cocoon. Only after that two weeks is up, will the moth emerge fully formed. All they need to do is inflate their 3-4 inch wings and dry them out before they can take flight. Luna moths, despite their prehistoric affect and the fact that one feels lucky if they see a moth once a year, are quite common. Their range stretches from Florida to Atlantic Canada and from Louisiana to southeastern Saskatchewan. The reason they may seem rare to us is because they are nocturnal and only live about a week in their moth form. They take a page out of the cicadas’ book and emerge from their cocoons without mouths, their sole purpose to find a mate. Male luna moths have quite wonderful yellowish feathery antennae while females have slightly morespindly green antennae. Both sexes sport impressive twin tails that are a deterrent to their main natural predators: bats. Bats hunt by echolocation and the luna moth whips its tail around to scramble the sound signals they receive. Scientists have found that this tactic works about half the time. We may not see the results of this caterpillar’s pupation this year–if at all. When the temperature is cold enough and the days grow short enough, this caterpillar may enter “diapause”–a nine-month period of dormancy in its cocoon. If it does this, it will hatch This Week in Seminar Freshman: Thursday, September 19: Aeschylus: Agamemnon Monday, September 23: Aeschylus: Libation Bearers, Eumenides Sophomores: Thursday, September 19: Bible: Job Monday, September 23: Lucretius: De Rerum Natura, I–III Juniors: Thursday, September 19: Milton: Paradise Lost. IX-X; XI to 428; XII 446 to end Monday, September 23: Hobbes: Leviathan, Frontispiece; Letter of Dedication; Author's Introduction; Chapters 1–11 Seniors: Thursday, September 19: Hegel: Phenomenology of Spirit, The Beautiful Soul and Forgiveness (659671); Absolute Knowing, sections 806-808) Monday, September 23: Tocqueville: Democracy in America (selections) Friday Night Lecture: Ryan Shea, "Phenomenology of Nature." Page 1 after the seniors have graduated and all of us have gone away for the summer. After 50 days of eating and nine months of transformation, a spectacular moth may emerge and live to haunt our silent campus for seven nights. These moths are commonplace, but not of our realm. To find a moth is to find something special. To find a moth is to perhaps be forced to ask the question “was it all worth it?” To find a moth is to be told by their mouthless faces “yes.” Godspeed, you great, green, and ever-hungry caterpillar. May you soon wheel, in graceful assurance, over the heads of a pupating polity. The Caterpillar in question (quarter for scale). Caleb Briggs BUDGET UPDATE: Club Budgets approved by the DC as of September 17 Meeting Bowling Club- $1158 Catholic Student Fellowship- $900 Folk Life- $387 Insect Farming Club- $325 Jiu Jitsu- $1935 Magic Club - $719 Pangaea - $1765 Reading Women- $730.44 Reality- $3902 SCI- $975 Shammai- $815 Waltz Committee- $4160 Orthodox Christian Fellowship- $ 984.71 Continued on page 2 Upcoming Events: Friday, September 20: "Seeing--Reading--Writing: Practicing a Phenomenology of Nature" Nature Institute Workshop with Ryan Shea, 3:45pm, Mellon 134 Saturday, September 21: Raffle Trip: Maryland Renaissance Festival Sock Hop, 9pm-12am, Great Hall Thursday, September 26: Gadfly II published (no Collegian) �St. John’s Collegian ORGANIC TUTOR INTERVIEWS: Santa Fe Transfer Tutors 1. Can you introduce yourself? Ms. Dougherty: Hello. My name is Janet Dougherty. I’ve been a tutor at this college since 1992. I started at the Annapolis campus and then moved to Santa Fe. Initially, I planned to stay there for only a year, but I ended up staying longer than expected. Eventually, I returned to Annapolis, and I’m happy to be back. It’s one college and one program. Although there’s a geographic difference, the people in the classroom are the same. Mr. Pagano: Hi, my name is Mr. Pagano. I’ve been a tutor at the college, starting in Santa Fe, since 1983. This was the premier year for tutors, with 5 new ones in total. The buildings were built much later here, and so there was no library and no gym. The atmosphere is so different across the campuses as well; you don’t think about humidity until you are drenched in sweat here in Annapolis, and the Santa Fe campus is so much more spread out. But when you are in a class, it feels no different – except for the fact that classes are an extra ten minutes longer in Santa Fe. You can tell a lot of jokes in ten minutes. Nonetheless, I am happy to be back in Annapolis with Ms. Dougherty. 2. Why did you want to become a tutor at St. John's College? Ms. Dougherty: I felt tired reading secondary literature, and I often didn’t feel educated enough. I keep thinking my education is incomplete. The texts we read seem inexhaustible—40 years of reading and I still feel that I am in the process of being educated. What part of the program do you always come back to? Ms. Dougherty: I really enjoy teaching freshman seminars. It's enjoyable to see the freshmen learn. They have their own way of interpreting questions and their own attitude in the seminar. They always have some sense of how a seminar works. It's truly wonderful to observe them and see them get better at working together. Of course, I also love freshman seminar because of my love for freshman seminar books. I especially enjoy Platonic dialogues and Aristotle. I even like advising senior essays on Platonic dialogues, and always enjoy having a study group for close readings of Platonic dialogues. Mr. Pagano: For me, it really depends on how the class goes. Last year’s sophomore seminar was JUST GREAT. It is striking how students are such nice people, and they force you to level up your level of niceness. Theoretically, classes are for the students... but I want to come out having learned myself, and usually I do. Freshman and junior language can be difficult classes, but still fun if the students are engaged. The following acrostic poems were created by Ms. Dougherty and Mr. Pagano, although who created which will remain undisclosed information. Frank N. Pagano = Funny, Not Phony Janet A. Dougherty = Just And Devoted Tamar Pinsky and Seohyun Lee Aphorism of the Week As we know, like all things which are ends in themselves—the very things which make human life delightful—our lawn is the first place which those in need of space are prepared to appropriate for use. Last July, I visited our campus with my good friend, Evan Hamilton. I remember vividly the shock we both experienced upon looking out along the lawn to see it horribly disfigured by a hastily built gravel parking lot. What! When did they…? how could they…? when will it be gone? This last question remains most important to me regarding the scourge of the gravel lot. I recognize that it was a necessary scourge we had to endure while Edensword was under construction last school year. But with the Edensword parking lot now available, I ask again: how long? When will it be gone? Jackson Green Οὐκ ἔστι τῷ ποιητῇ ἑαυτὸν ᾄδειν. Tarik Mahmud Insect Sublates Hegel Seminar One Injured, None Killed ANNAPOLIS, MD. Seniors were in the midst of deep contemplation of Hegel on Monday, September 9th, when one seminar participant completely derailed conversation. No, this participant did not interrupt, nor did he bring his personal convictions on Christology to the table. Instead, his mere presence was enough to negate the focus of all members of the seminar. “After moving, it was a solid 30 to 45 minutes before I could engage in class, because of my guilty conscience,” said Kammeyer. “She looked morose,” concurred Thyer. Still, the class, including the unhappy consciousness of Reeher, admirably continued to soldier onwards, towards the Absolute. Who was this distraction, you may ask? Accounts vary, with some claiming it was a “yellowjacket,” “a paper wasp,” or, according to James Reeher, most likely a “European hornet.” After its presence distracted the progress of the class-spirit for long enough, Jordan Kammeyer decided to take action. Club Budgets, cont’d “It was more of a squish than a scoop,” opined Sarah Thyer, who also was in the seminar. “I was trying to get at it from all sides, but with minimal pressure,” responded Kammeyer. Alas, the minimal pressure was not enough. The insect, feeling it was in a lifeand-death struggle, chose to assert its certainty of being-for-itself and stung the unfortunate Reeher. At this point, the class was entirely negated, and in order to synthesize and move to the next step in the dialectic, the entire class moved rooms. Gravel Parking Lot Letter, cont’d 4. Can you improvise on the acrostic poem of your initials? 3. “I am one for seminar going on as usual despite all distractions,” she explained. “When the hornet finally landed at a prime spot to be finally dealt with, I gently tried to scoop it up with my scarf.” This prime spot, unfortunately, was the back of her classmate, James Reeher. Vol. II Issue II Original cartoon by Polina Vatralskaia (26) Thursday, 19 September, 2024 El’ad Nichols-Kaufman Swim Club- $88.44 Baking Club- $ 448.72 Gadfly/Collegian- $320.00 Coffee Club- $165.00 Rock Climbing- $3,875.00 Collegian Classifieds: CALLING ALL SMOKING (hot) JOHNNIES We Have Rabbits AND Ducks On Campus! And They Find Your Butts A Tasty Treat! (as do we all) HOWEVER They die when they snack on your leftovers, so be cool and throw your butts where they belong. Sincerely, PUFF (the M.D.) Page 2 About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting ! Submissions for news articles should be between 400-600 words, while opinion should be kept short at 350 words. Just email sjca.collegian@gmail.c om with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at gadfly.office@sjc.edu. Contributors for this issue: Helen Wagner, Editor Jacob Sharpe, Editor Caleb Briggs, Writer Jackson Green, Writer El’ad Nichols-Kaufman, Writer Tamar Pinsky and Seohyun Lee, Interviewers Polina Vatralskaia, Cartoonist Tarik Mahmud, Greek Aphorism � 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 <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 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 St. John's Collegian, September 19, 2024 Description An account of the resource Volume 2, issue 2 of the St. John's Collegian, published September 19, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-09-19 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issueII_2024-09-19 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e84e4bd3773c024518074c60246681e2.pdf ded2f8babefe699873be430758be15a8 PDF Text Text THE St. John’s College Annapolis, Maryland GADFLY Midsemester Madness November 7, 2024 Vol. XLVI, Issue 4 �CONTENTS THE GADFLY STAFF COVER λόγος : news reports & narratives regarding immediate campus life BVG Meeting Reagan Bottomley 3 Prank Committee Arrested TF 6 History of Energeia Natalie Goldman 8 Mr. Garofalo Interview William LeBeau 9 Shape Note Interviews Helen Wagner 11 Oktoberfest and Halloween Pictures 15 EDITOR-IN-CHIEF ASSISTANT EDITORS Helen Felbek El’ad NicholsKaufman Vivian Miyakawa Tamar Pinsky Louis Rosenberg Willa Rothenberg συμπόσιονÊ:Êcontrasting essays on various topics for thought In Memory of Eva Brann 16 Molly Sprout Elaborations on Counterpoint Tarik Mahmud 18 Amha Worku The Cult of Fortification El’ad Nichols-Kaufman 21 πόλιςÊ:Êvoices of the community, including opinion, poetry, etc. STAFF Reagan Bo omley Helen Felbek Cost and Carbon: Put Efficiency First Helen Felbek 25 Distant Music Tarik Mahmud 29 Scarved Woman Molly SproutS 30 AM Radio: Spirit Halloween AM 31 Μουσειον: Franny and Zooey Gabriela Forte 32 Restaurant Review: Acqua al 2 Molly Sprout 34 Seohyun Lee Horoscope Madame Quiznos 36 Sadie Lewin robins on the railing Natalie Goldman 40 Tarik Mahmud Cartoons and announcements 41 Andy Manne Gabriella Forte Natalie Goldman Marit Hendrickson William LeBeau Lainey Rendelman Letter from the Editor In the depths of the semester, a certain madness falls upon the College. Applause rings out randomly in the dining hall, classes sit half empty until five minutes after their starting time, and seminar dress becomes increasingly eccentric (see: robes for Augustine, devil costume for acts, etc.) At the same time, the day to day operations of the College continue unchanged: the BVG meets to announce more financial struggles, Public Safety tries again to stop people from smoking on the quad, and B&G addresses the Sisyphean leaf removal project. In this issue, you will find the madness and the method together: Prank next to sustainability, Spirit Halloween next to counterpoint. I would also like to note that this issue includes a far too brief commemoration of Eva Brann, whose passing touched everyone at the College. She will be sorely missed. Your faithful editor, El’ad Nichols-Kaufman 2 Madame Quiznos CONTRIBUTORS Helen Wagner ART AND Helen Felbek PHOTOGRAPHS Tamar Pinsky THE STRUCTURE Λόγος contains news and factual investigations into issues that impact our campus community. ΣυμπόσιονÊis a space for students to submit essays that reflect on the wide spectrum of ideas we discuss at the College and in our day-to-day lives. ΠόλιςÊserves as a platform for elevating voices in our community. In our agora you will find opinion pieces, small personal reflections, poems, reviews, horoscopes, and cartoons. �THE GADFLY λόγος November 7, 2024 Board of Visitors and Governors Meet on Campus Reagan Bo omley, College Leadership Correspondent Two weeks ago, the Board of Visitors and Governors met for their fall session here on the Annapolis campus. After several days of meetings and committee hearings, the week culminated in the public plenary session on Saturday, where each committee gave its official report to the Board as found below. In the previous meeting this past June, then-All College President Mark Roosevelt stressed the importance of careful stewardship as the College looks ahead to lean financial years. This meeting under President Nora Demleitner ran much the same, with an even stronger emphasis on enrollment and retention of new students. The College is well capable of weathering the years ahead, but it must do so carefully and it can expect finances to be tight. frustration on campus last spring during the student attempt to unionize, nobody was really sure how the union would play out this semester. President Sterling is pleased to report that campus is quiet and there is no apparent unrest, while the union exists quietly in the background. Echoing Demleitner, Sterling stressed that our commitment to the Program is the core of St. John’s and must not be compromised as we seek more ways to attract student applicants. AnnapolisÊDean’sÊReport This year saw a record high enrollment for the Graduate Institute on both campuses, but the Annapolis freshman class is smaller than expected at 130 students. This decreased size is impacting the college’s financial outlook and slightly increasing the forecasted deficit for next year. The college is having some difficulty in finding undergraduate applicants, particularly among international students, whose enrollment rates fell very low this year. Much of this is expected; interest in a four-year college degree is declining nationwide, and this is especially true for liberal arts degrees. College applicants are pivoting more towards career-focused and high-salaried degrees, boxes which every Johnnie knows our college doesn’t exactly check. Demleitner stressed that we aren’t seeking to check those boxes; St. John’s must keep the Program at its core; this is not debatable. The focus cannot shift to incomes and outcomes like at many other schools, but the College must figure out how to target and reach potential students who seek a Johnnie education. Dean Susan Paalman opened her report by noting the strong retention rate of last year’s freshman class, with 86.4% returning as sophomores this year. The high retention rate as well as the high attendance at the latest athletic events and lectures show strong and enthusiastic signs of life within the college, despite this year’s small freshman class of 130. The senior class this year is also unusually large at 121 (last year had 100), largely due to the pandemic which delayed many college applications. With such a large body of students leaving the college this year, it puts increased pressure on admissions to ensure we have enough freshmen in the class of 2029 to financially support the College. In other news, the bookstore and coffeeshop in Edensword are finally opened, with an enthusiastic reception by students and faculty. Paalman had especially warm words for bookstore manager Melinda Rooney, who along with “a small army of students” and volunteers successfully managed to get the bookstore up and running in only three days before the ribbon-cutting. Even with several snags and scheduling delays, Rooney managed to set up a beautiful new space that “stokes our love of books” and proves an excellent addition to campus. Looking forward, the library is now planning to renovate the reference room, which should be another helpful support for students. SantaÊFeÊPresident’sÊReport SantaÊFeÊDean’sÊReport Coming into his new role, one of Santa Fe President Walter Sterling’s main concerns was the campus atmosphere as upperclassmen and staff returned to campus this fall. Given the divisiveness and Santa Fe Dean Sarah Davis likewise opened her report with statistics, citing a similar 83% retention rate for last year’s freshmen. This year the Santa Fe campus has 470 students, 370 in the undergraduate AnnapolisÊPresident’sÊReport 3 �λόγος THE GADFLY November 7, 2024 program and 100 graduate students. The college is planning to push more resources into Summer Academy, which is proving a “vital pipeline” for incoming freshmen. 28% of the class of 2028 attended Summer Academy, and if the program is expanded hopefully this will also increase enrollment. With the 60th anniversary of the Santa Fe campus happening this year, Dean Davis is encouraging the campus to focus on its traditions and unity as they move away from the tension over unionizing this past spring. Students have organized to read lectures by Eva Branna and Jacob Klein in well-attended events, and their library plans to host a museum exhibit about the history of the campus. EnrollmentÊCommittee Continuing the theme of financial concerns, the Enrollment Committee has been advised by their consulting firm to raise tuition costs by 4% this upcoming year, which is the same as last year. However, costs to the college are expected to increase more than 4%, and so this will not provide for all increased expenses. This comes alongside more general enrollment challenges, which are shared by many colleges. Fewer students are applying to college, less are interested in the liberal arts, and more are likely to drop out in their first year of college. This “represents a significant challenge” to colleges nationwide, and St. John’s is no different. This year we are below the committee’s enrollment goals, although our metrics for diversity across several spectrums are quite good. Moving forward, Enrollment is working on a new outreach strategy that blends new methods of advertising with empirical data from past efforts. Pinkney Hall Since the June meeting, the projected deficit for 2024 has sunk from $5.5m to $5m. Several one-time gifts to the college will help offset this, but these cannot be considered reliable sources of income. The projected deficit is $6.5m in 2025, $7.5m in 2026, and $6m in 2027. As stated by Finance Chair Richard Lincer, “we remain pretty challenged” financially. We have “exhausted all of our pots of money” in order to cover this year’s expenses, but we have managed to cover it successfully. In better news, the S&P upgraded St. John’s bond rating from BBB+ to Athis year, an excellent development that also reflects the good work the college is doing on the financial front. (According to their website, the S&P bases their metrics on the college’s relatively steady past enrollment, low outstanding debt, and the robust fundraising campaigns that recently contributed to campus renovations). This means we have been doing very well thus far, but the committee has several FinancialÊandÊInvestmentÊCommittee concerns moving forward. The smaller enrollment for this year, combined with increased allotments of financial aid and higher insurance and utility rates, presents a financial challenge that will require careful management to resolve. In response, the Finance Committee has proposed to temporarily increase the college’s draw from the endowment. This draw has consistently remained below 5.5%, and this plan would bring it up to 6%, still below the maximum 7% allowed by Maryland law. This increase will not harm the college in the short term, although it is not sustainable for a long period of time. All in all, the Finance Committee acknowledges several challenges ahead in the next few years, but has workable plans Freshmen Bow and Curtsie before President Richard to face them. D. Weigle at Convocation 4 �λόγος THE GADFLY November 7, 2024 PolityÊReviewÊCommittee The St. John’s College Polity and Charter is a 35page document that functions largely as the school’s equivalent of a constitution. This committee has found its organization highly cumbersome, along with the process generally used to amend it. It has proposed to split the Polity into one main document that is less than half the current size, and two ancillary papers for the Board to use alongside it. This is planned to help the Board “be flexible where it needs to be flexible, and frankly, permanence where permanence is needed”, according to the committee’s vice chair Joel Klein. This amendment was originally supposed to be voted on during this Board of Visitors and Governors Meeting in the King October meeting, but has since been delayed until the William Room, Annapolis, Maryland February meeting over faculty concerns. Updates on these amendments and what they might contain will be published here in the Gadfly as soon as they are FacilitiesÊCommittee released. Pinkney Hall will receive maintenance work next summer, mostly on its electrical and plumbing systems. Much of this will be to deal with ongoing moisture problems that Pinkney residents are very Scan this QR code to read the much aware of, and the plan is to resolve these by the Charter and Polity of the fall semester of 2025. Further in the future, there may College be a state grant available to partially renovate the BBC. (Maryland grants are generally not for use on dorm buildings, but may be given for class buildings or other spaces. Hence the choice of the BBC over Conclusion Paca or another dorm). On the Santa Fe campus, extensive renovations to the Pritzker Student Center In the words of Board Chair Warren Spector, “We’re are making good progress, although budget like a household that’s fixing up the house but still restrictions have caused some of the original plans to has to pay the monthly bills. We’re doing very well be cut down. Our sister campus is likewise building a fixing up the house.” Whereas in past years the new bookstore and coffeeshop space! Most notably, emphasis has always been on some repair or an extensive solar panel project (including several renovation that was imminently necessary, the EV chargers) was just completed on the Santa Fe College is now in a much more comfortable place campus that is projected to offset 100% of the with the state of its campus. While repairs do still campus’s carbon footprint. The Annapolis campus need to be done, nothing is threatening to fall apart has also applied for a solar power grant, and will and on this front there is room to breathe. Now, hopefully be able to install a set of those soon. This however, emphasis must be placed on fundraising will be incredibly helpful with utility costs continuing and donations for the general upkeep of St. John’s. to rise. Already the utility bill for the Santa Fe Enrollment and rising prices are causes for concern, campus is in the $140k range, while the Annapolis but the Board is confident that with careful campus requires $6-700k per year. The Facilities stewardship and robust fundraising it is able to steer Committee is also responsible for the History Task the College through the years ahead. Force Report, which details the history of the buildings and working of the College with a particular emphasis on how slavery has played a role in our past. This report was released to the Polity on November 1st for review and commentary. 5 �λόγος THE GADFLY November 7, 2024 Breaking News: Prank Commi ee ARRESTED TF, Investigative Reporter Early in the evening on Tuesday, October 15th, something went awry at the Delegate Council meeting held in the Mellon Conversation Room DC minutes report that at around 7:15pm, “a variety of people in sunglasses and a variety of other ludicrous costumes” arrived to present the Senior Prank budget. Minutes say that members of this committee threatened the DC President and the DC members with physical violence, and tried to blackmail the Polity Attorney. Additionally, an individual dressed as a clown dragged themselves over the table Former members of the Prank Commi ee laundering throughout this whole display as a way to intimidate money. Photo provide by author. the Council. Shortly after the beginning of the hearing, Officer Teon Wells of the St. John’s College Public Safety Office arrived and apprehended five of the six offenders. Reports say that they have been charged with several misdemeanors including: one count each of Threat of Violence against a DC Officer, one count each of Falsification of Blackmail Evidence and Slander of the Character of a DC Officer, one count each of Intent to Launder Money, and one count each of Failure to Dress like Actual SJC Students. Investigations into this matter were conducted, and the results may shock you. Security camera footage from the Chasement Laundry Room clearly show the so-called Prank Committee engaging in illegal behavior: laundering money and creating devious schemes. This footage was no doubt used by SJC Public Safety to build a case against these dangerous perpetrators. These arrests come at the heels of some damning allegations against the Prank Committee being published in the media. An article accused them of improper use of funds and creating an un-fun environment. These condemnations have been shown to be 6 Former members of the Prank Commi ee creating devious schemes. Photo provide by author. �λόγος THE GADFLY November 7, 2024 closed until they are located. Regardless, Prank seems to have met its definite end as the majority of the planners are now in custody. There will be no prank this year. Still from footage of prank commi ee member still at large. Provided by the author. Mugshots of the arrested seniors. Le to right, top to bo om: Harrison Dewalt, Cass Desmond, Emily Caswell, Rylee Bain and Isaac Vail. Photo courtesy of the St. John’s College Public Safety Office true and accurate, given these recent developments. As only five of the six perpetrators were arrested, one is still at-large. The member dressed as a clown was able to evade campus security. This investigator was able to unearth a photo of this individual from a video taken at the scene of the arrest. This fool remains free, and it seems like the investigation can’t be Walter Rausch, Chief of Security, in front of McDowell, 1977. (Photo unrelated to article) 7 �λόγος THE GADFLY Energeia: A History Natalie Goldman, Arts Correspondent Energeia is a known and loved publication at St. John’s. The Polity looks forward to its release each semester, and much time and attention is spent poring over the art and writing in the magazine once it’s been distributed. But how much is known about Energeia’s history? What were its origins and how did the magazine’s style develop over time? November 7, 2024 for this semester’s issue, next semester is the perfect opportunity for Johnnie artists to put themselves out there. Everyone is encouraged to submit, and anyone can be on the review staff. Who knows—maybe a brand-new era of Energeia is upon us. Past issues of Energeia are available to the public in the St. John’s Archives online. Energeia also has a substantial collection of physical copies of past issues, ask Ms. Ferver or one of the other Energeia archons to take you to the office and you’re welcome to flip through them. I met with junior Riley Ferver, one of this year’s three Energeia archons, to find out what she knew about Energeia’s enigmatic past. But even Ferver, well versed in the issues of old, isn’t certain exactly who first decided to publish the magazine. The oldest issue in the archives (both physical and digital) is from Spring 1982, and it doesn’t credit archons— only a simple list of editors. So, unfortunately, the particulars of Energeia’s genesis might have to remain a mystery for the time being. What is able to be studied (and is worth studying) is the gradual change in the content and curation of the magazine from that auspicious 1982 issue to the ones we know now. In its early days, the vast majority of the works that Energeia published were academic essays, with a couple of poems and a handful of translations thrown in. Aside from cover art, no visual art is featured in the early issues at all. It’s not until the late ‘90s and early 2000s that the transition into an artsier style began, and it became more popular to publish creative nonfiction pieces. Ferver then identifies the period from 2006-2014 as a distinct historical period: photography becomes a favorite medium, writing submissions include much more poetry, and academic essays became less common. That leads us from the time between 2015 to the present day. Energeia has cemented itself on campus as an arts magazine, publishing everything from musical compositions to mathematical proofs, with strong roots in poetry and illustration. While review meetings are already done 8 Covers of Energeia from (Le to right, top to bo om) 1982, 1992, 2002, 2012 and 2022 �λόγος THE GADFLY November 7, 2024 Interview with Ethan Garofalo, St. John’s New Student Activities Coordinator By Willaim LeBeau LeBeau: When I first returned to campus, I remember the discontent surrounding the lack of Donuts After Dark on Thursdays. After your first week in the office, the Donuts returned. Was it a priority for you to restore Thursday Donuts? Are there any other traditions you want to revive in that manner? Garofalo: I think that traditions are what make this campus as beautiful as it is. The opportunity to immerse yourself in this campus and its community, whose intimacy and size other institutions can’t replicate. Coming here as a GI, that’s what I recognized as making this campus so special and was one of the major reasons it appealed to me. Taking that together with my job being to cultivate an environment where students are able to maximize their experience here. Ultimately, having an occasion after class to continue their conversations and carry the night forward instead of returning home alone was very important to me. It’s about providing a space for students to enjoy their time and socialize in conjunction with their academics. I was very happy to see the enjoyment the polity felt. As for other traditions that have fallen by the wayside, I am not privy to them yet. I am extremely open to reviving traditions that help them to be proud of what it means to be a Johnnie. WL: Are there any events you have on your mind for implementing as something new this year? EG: I’ve definitely been thinking about a few things. My onboarding being in the middle of the semester has been a lot of learning how things were before my arrival. Once I have a good understanding of how the community facilitator and events have operated, I intend to explore new options and traditions that can be created. But a lot of the first month was trying to organize and uphold past events as the first priority. WL: How do you consider the role of the community facilitator as a whole? Is it reactive to the needs of the student body first, as you just described? Or is it closer to what you, individually, can innovate and provide new ideas and events for the college? EG: My role being new, this mixture of Ms. Munsey's duties and my involvement in intramurals has allowed me to be immersed in the community more than I expect past facilitators have been. I’m seeing students at the Friday fares and our weekend events, and also at their intramural games throughout the week. It’s a privilege to get a better sense of the students’ personalities and their larger social life within the polity. I think the hope is that it’s not strictly reacting but also having some insight into the soul of this campus, the overarching desires of the polity, and being proactive in providing that. WL: How do you view your relationship, and the school’s relationship, with student clubs? Entrance to the FSK, ca. 1970 EG: I went to Arizona State for my undergrad, a campus of 100,000 students. Almost all of the 9 �λόγος THE GADFLY connections I had came from different clubs and from discovering friends through our common interests. So much of my undergraduate leadership experience came from those clubs, from throwing events to drumming up attendance for intramural games. I find it very important for others to have the opportunity to develop those leadership qualities. I find that my main role with clubs is to empower them to be creative and pursue what they’re passionate about. To take my personal experience with their passion and needs and communicate that to faculty to help achieve what the students desire. So it becomes something the whole school can be proud of, by building a direct connection between students and administrators. Whether that be throwing certain events or giving underappreciated clubs the spotlight they deserve. WL: So, you’ve settled into the position a little bit, a month into your onboarding. What has surprised you the most about your position so far? What have you enjoyed the most? EG: My favorite and most surprising is definitely how personal it has become, how often I recognize faces around the campus. I started as a GI in January, so there were 4 months where I was only really interacting with the graduates in the BBC. But now, seeing and knowing so many undergraduates has really let me deepen my connection to the school. Even the simplest conversations about differences in the GI and undergraduate readings have been great. Being immersed in the campus in a very different way from my graduate experience and seeing the college in a whole new way. November 7, 2024 body. To be the person who can marry the ideas of the student body with the connections and resources of the college, you need to be open at all times to speaking with anyone. WL: You’ve inherited a group of students to assist with your work, in the past known as “Munsey's Minions”. You have emphasized the importance of your personal interest in the college and events, so what do you consider your relationship and managing style with these students? EG: They’re great. I want to do everything I can to make the job easier for all of us. A lot of that is putting my trust in them to accomplish things and that my presence is not necessary for them to succeed, I’m mostly at events to better understand the polity. I know I can lean on them and that they are just as empowered as any student to dream up events that I can help them with. They’re in an even more intimate relationship with the campus, they’re getting to know the polity better than I do, and that perspective can be really valuable in inciting change. A lot of them were here before me, working with Ms. Munsey. They’ve run most of these events before, so I can turn to them and ask “How was this done? What worked? What didn’t? How can we improve it?” and know that I’m getting a good answer. WL: Why do you think the campus needs a community facilitator? What can you do in your role to best provide that? EG: I think the best thing I can offer is my full effort. By that I mean being open to any student’s conversation and any idea that I may come across. It’s important to be able to hear and care about these things and then offer all the resources I can to help realize the needs of those students and the student 10 Grace McNeley and Charles A. Richardson Seated on Bench in the Quad during the First Summer of The Graduate Institute �λόγος THE GADFLY November 7, 2024 SHAPE NOTE SINGING: An Interview Continued from my article in the Collegian Vol. II Issue IV. Helen Wagner few weeks ago, Eric Stoltzfus hosted a session of shape note singing in the pendulum pit. Lots of singers showed up from the DC/Annapolis/Baltimore shape note community, as well as several Johnnies (including myself) at varying levels of experience. Afterwards, I sat down for an interview with some of the more seasoned singers. Once the conversation got going, it ended up turning into a full-fledged seminar— I hardly even had to ask questions. We talked for thirty minutes, so I decided to publish an abridged transcript here. Included in the interview were Susan and Richard Green (a married couple who met at a shape note sing in the 70s), RB Bartgis (a 2009 Annapolis alum), Topher Lawton and Thomas Ward (two DC-based shape note singers). A Shape note singing is a traditional style of singing with unique notation. In it, the notes of the scale are represented by four different shapes which correspond to different musical syllables: rectangles (la), triangles (fa), diamonds (mi), and circles (sol). Each shape denotes two different intervals on the scale, except for mi, which is always the seventh. At a singing, the voice parts are arranged similarly to our Wednesday Sicut Sings: each of the parts faces the others sitting in a square formation, with the leader in the middle. Leadership rotates around the room, with everyone getting the chance to choose and lead a song. HowÊdidÊeachÊofÊyouÊgetÊinvolvedÊwithÊshapeÊnoteÊ singing? RichardÊ Green: Susan and I have sung since the fall of 1979. When we were in graduate school, we went to a singing at a professor’s house, and they were singing this stuff called Sacred Harp, which we had never heard before. At the time, our understanding was that shape note singing was not widespread—it had dwindled to basically south Georgia and Alabama and maybe parts of England, but it was a very small community. Since then it’s grown quite substantially and spread all over the place. RBÊ BartgisÊ (A09):Ê Back at Winter Collegium in 2005, Mr. Stoltzfus’ madrigal choir sang a shape note piece called Samanthra (“This is My Beloved”), and it was just the weirdest craziest thing I’d ever heard. It stuck with me, and after I graduated I went to the DC shape note sings a couple of times— that was my first time experiencing it. The first time that you sit in the square and have the music hit you is really amazing. My husband and I ended up having “This is My Beloved” sung at our wedding. He was in Mr. Stoltzfus’ madrigal choir and that was part of how we met. I finally emailed Mr. Stoltzfus this summer and said, “hey—do you remember that song you sang, like 20 years ago? I wanna come back and do this for the students.” SusanÊ Green:Ê I’m Susan Green, Richard Green’s C major scale using shape note notation, with names for each note. Fa is the one and four of a scale, sol is the two and five, la is the three and six, while mi is the seven. 11 �λόγος THE GADFLY wife, and he told the story of how we started singing at the University of North Carolina. I think what drew me to it was that it was a tradition that reached back into the 19th century. My family were southern country people who always talked about harmony singing. And also just—the community was bound together by these songs and this tradition. There are so many aspects of the tradition, like standing up for the parting song and giving the parting hand— everybody would go around and shake hands. I used to love how the old men—often the strongest singers—would sit on the front row, and you’d see young kids come up to lead and when they sat down the old men would give them a dollar. Anything to make them feel appreciated. And dinner on the grounds was a big deal. There used to be a guy that would make fantastic, gigantic vats of fried chicken livers. There were so many traditions that I could talk for hours about. They happened the same way every year because everyone loved it. TopherÊ Lawton:Ê I’ve been singing since around 2003 or 2004. My first exposure to this music was actually a music camp in New England. We’d sing a little before dinner, each day of this weeklong music camp, for several years in a row. I spent about a decade chasing this music, living in place that didn’t have big singings. Finally, I ended up in DC in 2017. I found an amazing community in DC— at one point I was going to a singing every week, either at somebody’s house or in a bigger organized sing. I absolutely fell in love with the music and the community. ThomasÊWard:Ê I was almost the opposite of Topher, who said he was chasing the music. I feel like shape note music was chasing me for about a decade. I first heard a CD of shape note music sung by Anonymous Four, which was a very strange way to encounter it because they mainly sing medieval music, but they did this CD called American Angels that had a lot of shape note music. I loved it—kind of a cool piece of Americana. Several times over the course of the next ten years, I would randomly encounter some shape note music. One day, I happened across a recording 12 November 7, 2024 of the Western Massachusetts convention, which was very raucous sounding. And I thought, oh wow, people could really get together and sing this. But I didn’t know there was a whole community, around the country and around the world, of people who get together, and for whom singing is really as much about that community as it is about the music. Lo and behold, I was living in Philadelphia at the time, and there was a singing on my block that week. And I never really looked back, although it wasn’t really until I moved to DC that I really got into it. I had moved to a new city, and I didn’t know anyone, and it was a wonderful way to meet people. Singers aren’t all the same, but it’s a weird enough hobby that you find people who like the same weird thing together. That creates a real kind of community. Singing at a College Christmas party, 1950 WhatÊdoÊyouÊloveÊaboutÊshapeÊnoteÊsinging? TW:ÊA lot of people come to it for all different kinds of reasons, and have different relationships to it. This isn’t necessarily a religious thing. You don’t have to be religious to do it. You can be, but there are believers, nonbelievers, and everything in between, and I think that’s one of its strengths RB:Ê As a Johnnie, I really like this form of singing, because so much of what is done at St Johns, in the context of freshman chorus or St. John’s chorus, is �λόγος THE GADFLY more about singing traditional baroque pieces where you get together every week and practice the same thing over and over again and give a performance at the end. But this is a method of singing to teach basic music theory principles and get everyone up to speed as fast as possible. So you can sing a piece in four part harmony with basically no rehearsal, and you’re also not performing it for other people. It’s kind of the anti-St. John’s chorus. It’s also different from the music theory we study in sophomore music in particular. Shape note harmonies are based more around fifths and different intervals from what you would see in Mozart. It’s a really different way to feel it in your body and experience different combinations from you would get in Bach—this is not something you’re gonna find in the St. Matthew Passion. I find it really invigorating. Also, the shape note community is really similar to a Johnnie community. When I travel, I usually look up Johnnies in the area and try to connect with people, and with shape note singing it’s the same way. When I travel, I try to find a local group. Especially if you’re on an extended trip, it can be very overwhelming and lonely, but you can go to a town you’ve never been to before and meet people you’ve never met before, and they’re incredibly welcoming, just like Johnnies are. TW:Ê I’ve heard it described as AA for music. But really, it provides a really important support network for people looking for community. Being in a strange place, I look up and see whether there’s a singing, and that can be a really powerful thing. You meet really interesting people around the world that way. SG:Ê The thing about it not being a performance is really important. We’re singing for ourselves and each other and it’s really in the moment. When you’re singing and it gets really good, you’ll catch other peoples’ eye, and you don’t have to talk about it, and everybody is feeling it. That moment is so precious. TL:Ê On the same thread—I led a demo sing with the unitarian fellowship that hosts my local singing. We set up the chairs in a square, congregants came and November 7, 2024 sat among our singers. Many people commented on how fearless we were. I think you can carry that spirit on into your day-to-day life. What does it mean to show up, without rehearsal, and still make good music for each other and for yourself? You talk about learning things as an adult, and often there’s this fear of failure and what happens if it crashes and burns. I’m sure we’ve all been to songs that maybe didn’t work out that well, but we just keep going. On to the next one—there’s always that next feeling. I think that’s something I try to take from the music and bring to my life. This notion that it’s okay if you sing something and it crashes and burns; on to the next one! TW:Ê Also, if people are reading this and thinking, “I don’t know if I want to join this weird singing cult,” you can definitely just show up and listen and hang out. RB:ÊSt. John’s is already a weird singing cult. RG:Ê I sing in choirs, and other groups where there is more musicology applied, and more performance, but I love this, because it’s different. You sing fullthroated, the harmonies are beautiful. It supplements everything else I do. For me, they all work together SG:ÊPlus the poetry is beautiful. RB:Ê The lyrics are often things that you don’t hear about a lot in our greater culture. “Ah, young ones, you will die someday,” and corpses… and all of that. But it’s nice to get in touch with that. I’ve found myself singing a lot of shape note songs around when loved ones have passed, because when you’re feeling a lot of things those words really hit. TW:ÊI think in our culture there’s a lot of euphemism about death-- we call funerals “celebrations of life” and things like that—but in shape note music, the words provide people a way of coming face-to-face with that. SG:ÊThe words come to you when you need them. TL:Ê I’ve seen singings where the leader gets up and is vulnerable and says, “I’m not gonna be able to get 13 �λόγος THE GADFLY through this.” And you look at that front bench of tenors and they’ll support you. There might be someone who stands up to co-lead, but if not that’s okay. You’ll lead with tears streaming down your face, in the middle of this square with a wall of sound coming at you. I think there’s something cathartic about that. SG:ÊThere’s totally a dispensation to cry. I’mÊcuriousÊaboutÊtheÊleadingÊaspectÊofÊshapeÊnoteÊ singing.Ê What’sÊ importantÊ aboutÊ theÊ factÊ thatÊ everybodyÊcanÊlead? RG:Ê In a big group in particular, leading is sort of your privilege for that song, to be there in the middle and hear everybody. And everybody will lead you if you’re not getting it-- everyone wants the song to go well. If you stumble or are having trouble, it’ll get picked up anyway and go. TL:Ê We all want the song to go well, and we’re gonna put you in the center to help get that experience, because we want everybody to share that joy. SG:Ê In the old days, people—especially the older people—really wanted to bring the young people along. They would encourage the kids. When we got back into singing, our oldest kid was about 4 years old. And there was an old man, Virgil Philips, and he would sit and point at every note for her, and she really learned fast, and they would lead together. There was very much this feeling that the grandparents were helping everybody, it was very supportive. TW:Ê Yeah. If you have a guest at your house, and they don’t know the manners or conventions, it would be rude of you as a host to make them feel bad. And I think there’s the same feeling in shape note singing. It would be the biggest taboo of all to make someone feel stupid or bad for not leading a song well. That would be very much against the spirit of the singing. RB:Ê I like that the pedagogical method gets people up and running as fast as possible in the hopes of 14 November 7, 2024 being able to lead. It’s very open to getting people involved as much as possible to become better musicians. TW:Ê I’d also like to observe that shape-note singing has become a surprisingly queer space. It is really interesting, and I think maybe part of it is the welcoming spirit, and people can sing whatever voice part they want to sing. We have people who are transitioning or whose voices are changing, and they can sing any part. And you might wonder why this southern singing tradition could become this queer space, but that has been the case. TL:Ê But also, it’s a living tradition. So even more broadly it’s important to talk about that. Yes, it’s historically informed, but we’re not trying to do renaissance madrigals exactly as they would have been performed in the 1630s. There are historical antecedents to this music and you can go back to the first New England school (even before the shapes were patented in 1801). And yet, even if we’re still singing that music, we’re not trying to be just like them. TW:Ê And also it’s a living tradition in the sense that there are still composers, there are still people writing this music. There’s a new book coming out in a few months that’s gonna include a lot of new pieces. WhereÊcanÊtheseÊbooksÊbeÊfound? RG:Ê It’s a Shenandoah Valley based publication, Valley Pocket Harmonist. TL:Ê The marylandshapenote.org site has links as well. You can get the Sacred Harp, which is still in print since 1844, and they’re working on a new one for 2026. Eventually, we ran out of time for conversation and ended the interview here. Mr. Stoltzfus plans to host more singings in the pendulum pit on the first Saturday of every month. Come give it a try! �λόγος THE GADFLY November 7, 2024 Oktoberfest in Photos Wild, whirling polkas, flower crowns, dirndls and more on a beautiful October (not, as would be proper, September, but such are we Americans) evening. Photos taken by Molly Sprout 15 �λόγος THE GADFLY November 7, 2024 In Memory of Eva Brann Eva Brann, tutor, former dean, and, most importantly, thinker, passed away last week, and with her went an era of the College. I must admit that, like most current students, I never personally knew Ms. Brann. I came just in time to hear her last lecture, on memory, delivered virtually, and never spoke a word to her in person. Therefore, I cannot speak about her as a person, as she doubtless deserves. However, her writing remains, and largely speaks for itself. Perhaps the most proper way for the Gadfly honor her memory would be to reprint one of the many essays she submitted to the paper. In these dozens of articles across decades, her humor, intelligence and articulate speech come across clearly, and paint a picture of this woman who meant so much to many at the College. Below you will find an essay entitled “Finding the Words: Living an Articulated Life,” published in the Gadfly on September 28th of 2012. When the editors of the Gadfly graciously asked me to write something for their Homecoming issue, this little homily came to mind. Not that our alumni, our nurslings, need it. (For those whose Latin lags behind their Greek, “alumni” are people who have taken “aliment,” nourishment, from their school.) They, we hope, need it less than most. I wrote since I really wanted to articulate what follows to myself, its very theme being articulateness. I want to claim (returning alumni and present students are welcome to accost me on this when they see me on campus) that sixty-six-and-two-thirds percent of the world’s despondency stems from word -poverty—not to speak of much of its mayhem: think of Larry in Of Mice and Men, or Cain, or Ajax, or the Cyclops, or someone in your life. My theme here is ordinary, prolonged, unassuaged— and unnecessary—misery, the mildly grey sort. I 16 Eva Brann, ca. 1984 think that Socrates means this grey misery when he says—not really “the unexamined life is not worth living” but actually—“the unsearched-out life is not livable,” or simply, “not lived.” He’s saying that unless you lead a double life, once as just a happening and a second time re-viewed as a Telling, you’re not all there; you’re a grey shade, in Hades before your time. What he says seems to me extensible into imagining; you can re-view and search out in pictures as well as in words. It is a sort of internal myth-making, in which mere occurrences become Events. So our alumni are wandering around the campus meeting their ghosts, even where new buildings block the venues of their past. How much happier a stay for those who learned to articulate themselves to �λόγος THE GADFLY themselves and to their friends, to compose their speech, as my favorite dictionary (the Heritage) says, of “distinct, meaningful words”! Freshmen often haven’t got enough of those yet. They revel in vague unmeaning expectorations. (Last year’s battle against “Awesome” with a freshman in a seminar I’d gotten very fond of—he used to assist my elderly incompetence by finding our place in the November 7, 2024 book for me—was won, sort of, when he told me this fall that he’d be using “Glorious” instead.) But upper-class students have gained the articulateness that impresses visitors. It’s almost the opposite from talkativeness, which is practically delinked from inner speech. Articulateness seems to me to have some articulable marks: Descriptive precision replaces evaluative vagueness, brisk clarity lengthy maundering, so that saying your say doesn’t take ages. (My simile for talkwithout-end is squeezing a tube of glue: You’ve got quite enough out to do the job and then there’s another unneeded dribble and yet another.) But the main feature of articulate speech is that it comes from the inside out: The world pierces us with experiences and we project them, transmogrified into ours, back into the world. Which means that inner speech is the pivot. That’s where things eventuate, take permanent shape, and make meaning-fraught connections, or, to shift the sensory analogy, resonate— each with all. So here’s the homily: Speak to yourself and illustrate your words with inner pictures. Re-search, re-view, re-vision: relive to have lived at all. Like a Homeric being, live in similes: Try to see your activities projected on a large likeness, as the campfires in the Trojan plain appear like stars in the cosmic vault. To come down to earth: Get a thesaurus, a dictionary of synonyms. Not, Hermes help you, to find fancy alternatives to plain language. But to Ms. Brann frequently wrote le ers to the editor to the Gadfly; a remind you of the words available to collection of such handwri en le ers are currently pinned to the you for picking the one that most wall of our office, should anyone wish to see them. Above is a le er precisely articulates your soul’s on the name of Kunai. Brann o en wrote on women's sports. presentiments. 17 �THE GADFLY συμπόσιον Elaboration on Counterpoint Tarik Mahmud Considering its utmost importance to the music we study here at St. John’s, which really cannot possibly be overstated, I have found that the music program rather neglects the study of counterpoint. We are given a summary description of first species (simple) counterpoint, with some exercises, and are taught the three kinds of dissonance encounterable in Renaissance polyphony, and that’s pretty much it, unless your class was particularly interested in Zarlino. We do not cover diminished counterpoint (except insofar as it generates the aforementioned dissonances), imitative counterpoint, or even counterpoint for more than two voices (which is almost all counterpoint); not to mention the myriad other topics to be covered under the study of counterpoint which the curriculum in no way has time for, such as cadences, canons, invertible counterpoint, cadences, formulas for imitation, fifth and sixth voices, pedalpoint, and cadences. More particularly and more urgently, I find that the music program here neglects the transition from twovoice counterpoint (which is rather rare in ‘real’ compositions) and counterpoint for more voices. It is true that there is not much essentially different between them, but it is an important leap that I feel would be better attained with guidance than by chance. I must tip my hat off to Mr. Allanbrook, who, instead of thrusting harmony at us with an otherwise unintelligible notion of ‘chord progression’, tries to make us see the natural development of harmonic progression from counterpoint for as few as two voices (though I must admit my continual dissatisfaction with his dismissal of the coherence of modal harmony). However, given the insufficient acquaintance we are able to acquire of counterpoint, I cannot help but feel as though this transition could be made smoother if only we took more time with the study of counterpoint; 18 November 7, 2024 from which we could develop a sense of the seamless and necessary relation between counterpoint and harmony. Thus my motivation for starting a series on counterpoint. In this series I will take a single cantus firmus and apply different kinds of counterpoint onto it, in order to explain the different levels of complexity and textures encountered in the study of counterpoint, and the transition from coincidental melodies (‘horizontal thinking’) to a progression of triadic harmonies (‘vertical thinking’). It will by no means be completely rigorous, but will cover the main points from which I hope many of my fellow students will be inspired to study this art further. I furthermore admit that I am no master at counterpoint, so forgive me if my examples are lacking in the subtlety of those of the great composers—I trust that if I attract the attention of one looking for better examples, they will be found with ease in the works of Zarlino, Fux, Bach, and others. I hope here merely to create a concise and accessible description of the large points, so that people might be directed towards a more complete study. The first couple articles in this series will not go much further than what is covered in the sophomore manual; though I will take care to go over it carefully for those who do not have a very strong memory of it or who have not yet done Sophomore Music. First, we must define what exactly counterpoint is. Counterpoint is a compositional technique whereby two or more melodies are sounded simultaneously, generating a harmony between them. What is then required is for one to know how one might go about producing a countermelody that will accord with a given melody or cantus firmus. Once this is accomplished, one may write one’s own melodies which accord with each other. The rules of counterpoint are those forms whereby the great composers (in this case, of the Renaissance) were able to produce the contrapuntal music most suitable to their tastes. These rules remained so prominent for centuries (from the inception of Renaissance music all the way �συμπόσιον THE GADFLY through the Common Practice Period) because they were at the same time loose enough to produce an infinite variety of music, but strict enough to induce great creativity and highlight artistic genius; they simultaneously included within them the seed (whether those original contrapuntalists of the fifteenth century were aware of it or not) wherefrom the whole of tonal harmony germinated. It is thus critical for anyone studying the music of the Western tradition or composing in its style to become quite familiar with counterpoint. opposite direction to sort of ‘balance out’ the leap. This is a recommended, but not strictly necessary, movement that we should take into consideration when writing our countermelody. The first species of counterpoint will consist in writing a countermelody in a 1:1 rhythm above or below the cantus firmus. In writing this countermelody we ought to follow the general rules of writing melodies (particularly, no leaps of a seventh or a diminished/ augmented interval, and no leaps over an octave), but must in addition avoid dissonant harmonic intervals. These are intervals which are not allowed to exist between the two voices of our counterpoint. The dissonant harmonic intervals are: seconds, fourths, sevenths, and any diminished/augmented intervals2. The reason why these intervals are not allowed is that they carry with them a sense of conflict, or if not, a sense of instability. Thus, if we wish to include harmonies that sound unstable to the ear, we must be able to resolve them into stable intervals (consonances), with which resolutions we will deal later. We would also like this melody to have a unique contour, different from the cantus firmus; this will allow our countermelody to stand out as a melody of its own and not just a harmony in service of the cantus firmus. Finally, we would like both the beginning and ending harmonies to be a perfect consonance (a fifth or an octave), which will give the composition a solid start and resolute end. With that in mind, let us try to write a countermelody: I begin by introducing a cantus firmus, with which we shall work for the remainder of this series. It is composed of 16 notes, and is a simplified version of the first line of the familiar round “Dona nobis pacem”: Let us take a moment to look at the overall contour of this melody, since this will impact our countermelody. For the sake of brevity, I will assume the reader to be familiar with the general concepts of melody and scales, including the modes (Dorian, Phrygian, Lydian, Mixolydian, Ionian, Aeolian). This melody is clearly in the major (Ionian) mode. We begin on the 11, with a repeated ascent of a third. On the eighth note of the melody, we descend just below the 1 to the 7, where we pause, this being the halfway point of the melody—needless to say, this 7 presents a great incompleteness in the melody. After this pause we ascend all the way up a sixth to the 5 (in the original melody, we leap up a seventh to the 6, but I have modified it here), which is the highest tone in the melody and the most intense part of it. From here we gradually descend back down to the 1. Notice furthermore that whenever there is a leap in the melody, it is immediately followed by a stepwise motion in the November 7, 2024 2 It is true that there is some subjectivity to the notion of stability. For instance, in the Istitutioni harmoniche, Zarlino argues that a fourth should be treated as a consonance. There is, however, virtually no music by reputed contrapuntalists that treats the fourth as a consonance. Zarlino does cite a passage from Josquin’s Missa l’homme armé sexti toni as a counterexample, but this one instance (in an already somewhat unusual composition) is so differentially small that it hardly seems a convincing argument to me; this fourth also immediately resolves into a third, if my ears are not mistaken. I am not aware of the “Master of the Notes” using an unprepared fourth anywhere else, and generally instanc1 These numbers should ideally have circumflexes (^) on top of es of composers treating fourths as consonances are so vanishthem. Unfortunately, this has proved impossible to do adequately. ingly small that it is always taught as a dissonance. There are If readers are concerned about this, they may feel free to draw instances where it is always treated as a consonance, but these will be dealt with later. them on themselves. 19 �συμπόσιον THE GADFLY November 7, 2024 contrary motion, specifically with a major sixth on the penultimate step. This is the simplest and most common way to make a cadence; even cadences with many voices almost always have this major sixth (or minor third) followed by an octave (or unison). There are a couple problems with this countermelody. These problems for the most part stem from a lack of independence between the two voices. In order to make these two voices sound like independent melodies, we must favor contrary motion over similar motion. Contrary motion is simply when the two melodies move in opposite directions, as in measures 5-6, while similar motion is when they move in the same direction, as in measures 13-14. Parallel motion is a particular kind of similar motion where the two melodies move together in the same direction and the same number of scale degrees, as in measures 4-5, where each voice descends a step. Oblique motion is when one voice moves, but the other doesn’t; this may be considered as one of the voices simply holding its note. Two perfect consonances are never allowed to be in parallel motion. In measures 2-3, we see a fifth moving in parallel motion (E/A - D/G), so that must be amended. Additionally, in the last two measures there are parallel octaves, which also must be corrected. It is also disallowed in two-voice counterpoint to approach a perfect consonance with similar motion, so we should amend measures 12-13. All these rules may seem daunting, but they are necessary to ensure that the two melodies flow freely and create interesting harmonic progressions. Let us try again, then: The offending voice leading errors have been amended and the two melodies go more nicely with each other. Note particularly the way the ending (called a cadence) is approached: we end on an octave and in 20 To further elucidate the separate interacting melodies, I have made a little chart using my exquisite mousedrawing skills showing the contours. This highlights the points where the two melodies are distinct, and also where they line up (as in measures 10-12). Notice the distinct contours: We could make them even more distinct if we decided to add more leaps in our countermelody, though I wanted to keep most of the motion stepwise. For those of you who have gone through Sophomore Music, I would like for you to take a look at the “stations” associated with each measure of our counterpoint. One can see that for counterpoint as simple as ours, one can still identify the basic structure of a harmony, particularly that we start and end at a “1 station” and approach the end by means of a “7 station” with various “4s” and “7s” in between. As our counterpoint becomes more complex, we will see that the harmonic structure also becomes more definite and coherent. �συμπόσιον THE GADFLY Walls of Jericho: The Cult of Fortification November 7, 2024 home, at night as well as during the day. Strangers are frequently present on campus, but they are not usually treated as a threat just because they are not known; students will talk to them or their dogs, building a community around the College that is flourishing and healthy. For my part, over the past four years I have found myself in several continuing conversations with Annapolitans about four leaf clovers, sea shanties and Kant, and the faces of Prince George Street have become quite familiar. Despite all this openness, violent crime on campus is practically non-existent,3 with the exception of rape, which unfortunately is a problem purely internal to the College, not caused by strangers, but by faces familiar in seminar, waltzes, and parties in dorms. Our open, communal college remains safe, and I do not believe this is an accident, or that the campus is simply inviting something to shake itself out of its complacency. Instead, I think this kind of openness has been vital in building the conditions of safety on campus. El’ad Nichols-Kaufman One of the more recent developments in the campus discussion about the bike path on back campus is a proposal that, seemingly, addresses many of the safety concerns students have. The idea includes building a gate on the ends of the path, and putting lights and cameras along it. It sounds like it could be a simple way to keep students safe, and thus maintain the secure atmosphere of campus, while also opening the bike path. However, even as a major advocate for the construction of the bike path, I am concerned by this proposal. The seemingly innocuous gates are, I worry, a sign of a phenomenon that has spread deep within our society, a phenomenon that St. John’s has been partially, although not entirely, immune to. This is the spread of what I call the cult of fortification, the belief that the only way to prevent the violence that appears1 increasingly prevalent in our society, is for every individual and institution to wall itself behind its own walls, and to cut off extraneous contact with wider communities, and that anything can and should be sacrificed for the sake of these “safety improvements.” A healthy society relies on trust. While at some level, the threat of violence from the state does keep order, the sword of the state cannot be, and is not, continually present. Moreover, the collaboration between individuals necessary to create anything beyond the abilities of one individual requires a kind of trust: if I believed that the only thing keeping The development of this cult can be seen in a members of my seminar from killing me and taking microcosm at St. John’s, where students generally my belongings was the presence of a police force, I share a sense of safety on their own campus that is don’t think I would be capable of investigating a unusual in today's society, and may have been more philosophical work with them. Jokes of this kind common years ago.2 Students are generally aside, there is something paradoxical about comfortable walking around the campus as their own preventing violence in a community by means of 1 Whether or not there is any truth to this appearance is an entirely violence, and to have a safe society that avoids this different question, and largely irrelevant for advocates of fortifiabsurdity, a trust between its members is necessary. cation. Nationally, violent crime rates have been decreasing since 2020, and on a larger scale are at record lows, between 1993 and 2022 down 71% according to the Bureau of Justice Statistics, or 49% according to the FBI. 2 Polling has revealed a paradoxical contrast between decreasing crime rates and increasing perception of prevalence of crime. According to Gallup surveys, the percentage of Americans who believe crime is increasing went from 47% in 1993 to 77% in 2022, even though crime had decreased substantially over that period of time. A campus like ours, with no walls, shared facilities, 3 Public Safety’s annual Security Reports show, between 2018 and 2023, the only violent crimes to be rape and sexual assault, with the exception of one robbery, of someone not from the College community, in 2020, and one assault with a knife in 2019, which was an incident between two students. No violent crimes were committed by “strangers” against members of the College community. 21 �συμπόσιον THE GADFLY events like concerts and museum exhibitions that welcome in the community, invites such trust. With the exception of a few thoroughly ignored ‘no crabbing’ or ‘no pets’ signs, our campus signals to people in the community that this is, to a degree, their space. It is not just the abode of scholars who live in lofty isolation, it is a place for them to walk their dogs, to fish, to play their pipes, or to take photos. Our campus, as much as it is an integral part of the St. John’s community is also physically an integral part of the neighborhoods around the College. This mutual relationship gives a signal to people in the area that an attack on the College community is, in some ways, an attack on their own community. Further, the openness of campus shows that we are not hiding away, hoarding wealth; we are simply coexisting side-by-side with both wealthy Prince George Street and impoverished Clay Street. This lack of fortification implies, then, that there is nothing worth stealing, that our possessions are no more worthwhile than anyone else’s, and that we trust that insofar as people are concerned with the safety of their own property, they will be concerned with our safety. could be seen as patently untrue, if the objector looked, instead of down Prince George, over to Bloomsbury square, which, along with the nearby Clay Street community of the Old Fourth Ward, has a disproportionately high rate of poverty and crime for Annapolis. Spend any time on back campus, and you will see it is not the case that people from these communities never come on campus, and that our lawns are purely the domain of yachtsmen. Instead, kids from Bloomsbury square run around back campus, and adults are often crabbing or fishing on our docks. These speculations on the safety of our college are at the end of the day, mere speculations. However, I think they provide a good glimpse into the potential that an unfortified space, such as our college, holds. What we can see more concretely is what happens when public goods are sacrificed at the altar of fortification. At the College, where so far only a degree of privacy has been sacrificed for security cameras, this is not immediately obvious, but as we consider beginning the process of walling ourselves off from the world, it may be worthwhile to draw examples from a place dear to my heart, the secondary school. The objection I expect to this account of the campus’ general security is that the College is in a wealthy, relatively safe neighborhood, and that if we were in a place where crime is more frequent, no degree of building trust would keep us safe. This, however, It is a place with a good reason to wall itself off from the world. This makes a comparison with St. John’s, where the fears are largely imaginary,4 seem belittling to the very real tragedies places of these kinds have undergone in the past few years. In writing this, I do not wish to minimize the horror of any sort of school shooting. Rather, as an extreme 4 Walls of the BBC deck under construction 22 November 7, 2024 I do not mean that there are no reasons to fear, but that actual prevalence of actions of violence is minimal, and the very serious actions of violence that do occur are of a nature that cannot be addressed by fortification. For example, concerns about safety from sexual assault on campus are very real, but no amount of lighting or outdoor policing will reduce it, most sexual assaults take place in dorm rooms, and there is no correlation between darkness and assault. �συμπόσιον THE GADFLY November 7, 2024 case, I think the case of schools shows very well the way in which fortification does very little to stop problems and brings high costs. St. John’s is a small, familiar case of the cult of fortification, but one that does not give the full scope of its effects. By looking at these more extreme cases, I hope to establish more clearly the way in which the desire to be safe leads to a kind of irrational walling off with very high costs. Attacks on schools target the most vulnerable in society, and those with the most life yet ahead of them. Schooling is also a fundamental common experience in a way few things in our fragmented society are, with an overwhelming majority of Americans having attended a school, or having sent their children to a school. An assault on a school, then, feels like a personal attack on much of society. The kind of trauma caused by such an attack demands a response, and given political conditions surrounding gun regulations, this response is generally one of fortification. This can be seen most obviously in the fabric of the schools themselves. Most historic schools in my hometown, Indianapolis, have had their old wooden doors torn out and replaced with thick, bulletproof black doors that automatically lock, which are placed in pairs to create a “secure” entryway where, after the first pair of doors is opened remotely from the front office, a person entering the school has to wait for the second pair to be opened in the same way. Metal detectors are placed at the entrances to the high schools, guarded by armed police officers, and concrete bollards are placed between entryways to the building and the streets. The architectural line between school and prison becomes increasingly blurred as these developments continue, a confusion which spills over into the very operation of the school, where students are herded from one class to another, with strict restrictions on behavior in the slivers of free time they receive. When treated like prisoners, I think it is no mistake that children begin behaving accordingly. At my former high school, I have seen a process continuing Liberty Tree surrounded by a fence, 1938 throughout my time at the school, and into my younger sister’s time there, in which the prevalence of violence increases alongside fortification. As more and more control are exerted on every element of a student’s life, the more they chafe at restriction, and their expressions of individuality appear in the extreme cases they are warded away from. Further, shielding them for their own protection only breaks down any trust that might exist between them and their teachers: if a teacher treats a student as if they cannot be trusted to go to the bathroom themselves, what incentive does the student have to show their teacher that they can be trusted? Beyond the usual effects that a lack of student discipline causes to actual teaching, this effect destroys the trust necessary for education to truly take place. If students' free time is policed as harshly as their time in class, the time in class loses any special 23 �συμπόσιον THE GADFLY significance, it is just another time in which adults constrain students. There is no reason to believe that a teacher should, at that time, be concerned about you actually learning something, when the rest of the time they are mostly concerned that you don’t go outside, or talk to your friends in the hallway. This is not to say that students have only started misbehaving when schools began to fortify, that would be a ludicrous suggestion. However, I have seen, just in the years I was at school, a substantial “hardening” of school environments, and, I believe, a corresponding, subconscious, shift in attitude amongst students. This problem extends beyond the classroom, too. As outsiders are walled out, and members of the community are banned from hosting clubs for students, not to mention holding unrelated social events at the school, a wall is built between children and their community. Not too long ago, schools functioned as a kind of community center; my high school’s old yearbook is filled with mentions of concerts coming to the school, ice cream socials. This traffic went both ways, students were also encouraged to patronize local businesses and spend time in the community around them. This, however, is actively discouraged both directly by messaging from parents and teachers, and by physical walls between playgrounds and parks, locked doors for high school students at lunch, and impossibly byzantine systems for people who want to visit schools. The community is set aside as a “dangerous,” other, and the school is set apart from it. As students are walled off from their teachers within the classroom, they are walled off from their community without, leaving children to increasingly socially fragmented formative years. I do not think increasing social isolation can solely be blamed on this kind of fortification, but I also think it would be foolish to say that the two are unrelated. We then have a case where trust and social connection, and therefore education itself, has been offered as a sacrifice. What have the gods of 24 November 7, 2024 fortification offered in return? A continual increase in school shootings, with 327 in the 2021-2022 school year. Not only is the number still increasing, but our walls have not made students’ lives safer when they do happen, there were a record 81 deaths in the same year. Our very human desire to be “safe,” whatever that means, has led us on a course that has made our schools substantially worse, with no actual improvements to safety. Indeed, no wall or camera can address the causes of gun violence. The same thing can be seen in many places in our society. Government buildings, which should be an open forum representing our democracy itself, have turned into impregnable fortresses, where government stability is enforced not by collective trust of citizens, but by violent force. Our places of worship, particularly synagogues, have become unfriendly castles, in which worshippers serve the ends of bigots by distancing themselves from the wider society. What, then, can be done? Devotees of fortification might respond to this article by decrying my naivete, that I would call for us to tear down our walls and open ourselves to the brutal violence of the twentyfirst century. I do not call for us to be careless. However, I do think that senseless construction of walls, gates and cameras is not the only way, in fact should not be a way at all, to take care. Instead, I believe the College offers an image of an unfortified society, which is threatened by violence in the same way as any other small college, but by means of its trust and community, is protected without offering any blood sacrifices. This is precisely the reason I fear the construction of a gate with the bike path, it looks to be a first step towards the destruction of a precious, rare anachronism: safety built on trust. Building trust is much more difficult than building walls. However, the more I see the consequences of building walls, the more I am convinced that the difficult, painful and long process of building trust is the only alternative left to us. �πόλις THE GADFLY November 7, 2024 Cu ing Cost and Carbon: Why St. John’s Should Put Efficiency First Helen Felbek With numerous construction projects nearing completion on campus, a significant but often overlooked issue deserves our attention: St. John’s College’s energy consumption and CO2 emissions. In a way, this issue seems more secondary, some might even argue that it is a luxury problem as it does not seem to touch the student experience directly. Perhaps some even think that we should not be overly concerned with the college’s CO2 emissions if we are running a deficit in the operating budget. However, I would argue that changing the college’s energy consumption goes beyond the supposedly abstract goal of sustainability. A decrease in energy consumption could simultaneously solve a plethora of campus issues and also make our campus more attractive to environmentally conscious prospective students. While I personally believe that lowering energy consumption for the sake of decarbonization should be motivation enough, positive financial effects (i.e. saving money) as well as good press could serve as further incentives for reducing energy consumption. At this week’s BVG plenary session, the facilities chair Tia Pausic (A86) shared the plan to renovate Pinkney Hall over next summer as well as long term tentative plans to renovate the BBC. Ms. Pausic also reported on the solar panel installation in Santa Fe which is finally completed and operational. This sparked questions from board members regarding the fiscal implications of that news. The solar panel project was ignited by the results of an energy audit funded by Santa Fe’s Class of 2019 senior gift and the installation was funded by an anonymous donor. It entails the installation of 1,670 solar panels, as well as 20 electric vehicle charging stations. According to the college and its partner AMERESCO, the new energy efficiency measures, including campus-wide interior and exterior LED lighting retrofits, re-roofing and rooftop HVAC retrofits, boiler and air handling unit replacements and water infrastructure upgrades, reduce Santa Fe’s carbon footprint by 858 tons of CO2. According to AMERESCO’s calculation this is equivalent to the annual electricity consumption of 167 households, delivering over $100,000 in annual cost savings.1 CFO and treasurer Ally Gontang-Highfield curbed enthusiasm regarding Santa Fe’s energy bill and the prospect of making money off selling electricity. So far, the EV charging station has generated a negligible revenue and Santa Fe continues to have to pay for utilities. 1 Old heating plant, 1940-1950 https://ir.ameresco.com/news-events/press-releases/detail/568/st -johns-college-santa-fe-and-ameresco-announce 25 �πόλις THE GADFLY Ms. Gontang-Highfield explained to the board and interested visitors that the college has signed a 25year power purchasing agreement with AMERESCO. Before the project the annual utility cost was between $140,000 and $150,000 in Santa Fe. Ms. GontangHighfield is estimating savings of roughly $1 Million over the next 25 years based on an average utility escalation rate. Due to the power purchasing agreement, the college will be paying a locked-in rate which means that it will not be subject to inevitably escalating electricity prices. November 7, 2024 assumptions I made to arrive at these figures. If we assume that for the year 2023 the College’s electricity bill is approximately $700,000 we can divide this by the average price per kwh to arrive at the college’s electricity consumption. For this calculation, one first needs to determine the cost per kwh. The average cost per kwh of electricity in Maryland in August 2023 was 14.14 cents.2 But perhaps the college is paying a rate that is closer to the average residential cost in Maryand running at 16.39 cents per kwh.2 Using the cross-sector average the college’s electricity consumption would be around 4,950,495 kwh (4,950.5 Mwh) per year. Using the residential electricity cost average it would be 4,270,897 kwh (4,271 Mwh) per year. To put this into perspective, an average Maryland household consumes 10,728 kwh or 10.7 Mwh annually (number for 2023).3 In other words, using the higher number, the college consumes the same amount of electricity as 461 Maryland households. Using the more conservative estimate, the campus runs on the equivalent electricity consumption as 398 households. During the plenary session of the BVG Jack L. Kinzie (SFGI16, EC23) asked about the electricity bill of the Annapolis campus. Ms. Gontang-Highfield cited between $600,000 and $700,000 for the campuses’ annual electricity bill. For 2023, the bill was closer to $700,000. Ms. Gontang-Highfield is worried about skyrocketing utility rates in Maryland. For context, between August 2023 and August 2024, the average residential electricity price rose from 16.39 cents per kwh to 17.84 cents per kwh. This is an increase of approximately 8.85% which lies way above the overall inflation rate. During the BVG plenary session, Finance Chair Richard Lincer outlined financial challenges that make energy savings more pressing. St. John’s anticipates a projected $6 million deficit in the coming fiscal year, primarily due to lower enrollment. Despite a philanthropic funding model, fewer students will still impact operating budgets. Efficiency measures could help close budget gaps, aligning financial necessity with the environmental responsibility embedded in energy conservation. In 2022, nuclear energy and natural gas generated 75% of Maryland's total in-state electricity. Maryland's only nuclear power plant accounted for about 39% of the state's total net generation. Coal's share fell to 12% in 2022. As of mid-2023, there were three remaining coal-fired power plants which will end burning coal by 2025. Maryland uses about 40% more electricity than it generates, and the extra supply is delivered to the state over the regional grid.4 In 2023, electricity generation of 1 Mwh in Maryland generated 558 pounds of CO2.5 This number might actually be higher, as Maryland imports electricity from states with higher carbon energy mixes. With this in mind, it becomes clear that the college has financial reasons for becoming more energy efficient. From an environmental standpoint, the good thing about energy efficiency is that it necessarily goes hand in hand with decarbonization. It is important to keep in mind that beyond the fact that these calculations are imperfect estimations 2 From the college’s electricity bill, the carbon https://www.eia.gov/electricity/monthly/ epm_table_grapher.php?t=epmt_5_6_a emissions of our electricity consumption can be 3 https://www.eia.gov/electricity/sales_revenue_price/pdf/ 4 extrapolated. This is by no means a perfect 5 https://www.eia.gov/state/analysis.php?sid=MD https://www.eia.gov/electricity/state/maryland/ approximation and I will outline clearly the table_5A.pdf 26 �πόλις THE GADFLY based on some bold assumptions might only make up part of the campus’s carbon footprint. I have not considered what is commonly called scope 1 emissions as I am not aware of any energy generating activities on campus. So, at best the estimates are Scope 2 emissions. Scope 2 emissions are indirect emissions from the generation of purchased energy. They paint an incomplete picture as they do not take into account any indirect emissions (upstream and downstream) such as emissions from commuting, waste, business and student travel, etc. Using the carbon emissions data for the state’s electricity generation, we can estimate that the Annapolis campus’ electricity consumption generates between 2,762,379 and 2,383,218 pounds of CO2. This is between 1,253 and 1,081 metric tons of CO2. Our undergraduate enrollment as of fall 2023 is 484 students. This means that electricity alone means that there are between 2.589 and 2.233 tons of CO2 per undergraduate student. In comparison, the average US-American emitted 13.8 metric tons of CO₂ in 2023.6 On top of that, the college purchased in 2023 about $80,000 to $90,000 worth of natural gas. There is also heating oil in a very large tank that has not been refilled recently. This further increases the carbon emissions per student. In comparison, Loyola University in Maryland has an annual electricity consumption of 30,831,823 kwh (June 2022 to May 2023).7 In fall 2023, they had 3,987 undergraduate students.8 Using the same 558 pounds CO2 per Mwh (for 2023) we can figure out the carbon emission of Loyola university’s electricity consultation. Loyola emits 17,204,157 pounds CO2 which is around 7,804 tons of CO2. This is 1.957 tons or 4,314 pounds per student. This is not to say that the college has not already considered environmental and energy efficiency measures. With much foresight, Gillian and Spector 6 https://www.statista.com/statistics/1049662/fossil-us-carbondioxide-emissions-per-person/ 7 https://reports.aashe.org/institutions/loyola-university-maryland -md/report/2023-12-21/OP/energy/OP-5/ 8 https://www.usnews.com/best-colleges/loyola-universitymaryland-2078/student-life November 7, 2024 Hall have geothermal heating. In addition, there have been efforts to reduce electricity usage by installing more efficient LED lights. Further, both Edensword and Fielding-Rumore Hall have now high efficiency variable refrigerant flow (VRF) heating and cooling systems. Edensword Hall even allows residents to have some control over localized temperatures in rooms. The campus also has building automation software (BAS) to remotely monitor room temperatures and set run times for large air handlers based on scheduled uses, reducing the amount of power spent during off-peak times. Generally, it can be said that all recent renovations have had some energy efficiency objectives and that even just replacing old systems with modern ones already increases efficiency significantly. All of these efforts are text-book low hanging fruit projects to increase energy efficiency. They might not be as exciting as Santa Fe’s solar panels, but energy efficiency should absolutely be part of any institution’s journey towards sustainability. That being said, in praxis there seem to be limitations to these energy conservation efforts. From personal experience, I can attest that the temperature in both dorm rooms as well as academic rooms is hard to control. This leads to the unfortunate situation in which it is necessary to open windows in the winter because the rooms are too hot and for some reason individual controls or distant controls fail to keep rooms at an acceptable temperature. This is problematic in terms of energy waste as well as potentially harming the energy system. Similar things could be said for the warmer months. Perhaps it is the European in me, but I would argue that the AC is too cold if I need to wear a sweater in Mellon when it is 95 degrees outside. There are still buildings on this campus that are supplied with heat from our own power plant which is apparently part of the reason for why Mellon Hall is so unbearably hot in the winter and Chase-Stone House is relatively cold. While the polity should of course be mindful of energy conservation and adapt their behavior 27 �πόλις THE GADFLY accordingly (including the obvious things such as turning off lights when leaving a room), we cannot blame residents and users alone if proper energy controls do not always lie in their hands. The campus could greatly benefit from an energy audit to more clearly identify avoidable energy waste as well as explore conversation solutions more effectively. Other colleges like University of Maryland College Park or even our own sister campus in Santa Fe have demonstrated what a difference energy efficiency can make. In the fall of 2017, the Environmental Sustainability Task Force was created at the college by thenPresident Panayiotis Kanelos to “analyze best management practices and explore new opportunities for St. John’s College.” In connection with the establishment of this task force which consisted of 18 members and met bi-weekly, the college joined the Maryland Green Registry.9 Perhaps we should consider restarting some sort of formal group dedicated to sustainability issues on campus to live up to our commitment to the Maryland Green Registry. November 7, 2024 consumers such as certain space heaters) as well as environmental training for staff, faculty and students. Other universities, such as the University of Maryland, College Park, have made energy efficiency a priority. Their recent projects are projected to save 6.7 million kWh annually, cutting energy costs by over $800,000 per year.10 We can also take inspiration from our sister campus. Even before the solar panel installation in Santa Fe, the campus’ buildings already achieved LEED certification. Beyond energy efficiency, the college continues to explore renewable energy generation opportunities. At the board meeting, Ms. Gontang-Highfield shared the exciting news that they are planning to apply for a grant that would allow the college to install solar panels on the roof of Mellon Hall. If this project comes to fruition eventually, it could be the perfect opportunity to marry efficiency and renewable energy generation to achieve the most sustainable outcome possible. But even before that, we should consider some other more immediate measures. Ultimately, the greenest and cheapest energy is the energy that is saved. I believe that energy efficiency initiatives would align with values of responsible stewardship and critical inquiry. By committing to energy reductions, we address not only financial constraints but also our environmental responsibility. In the face of rising costs and climate challenges, energy efficiency should be seen as a necessity, not a luxury. There are aspects of the Annapolis campus that make energy conservation more difficult such as older buildings with old windows that oftentimes cannot easily be replaced due to historic preservation regulations, however, there are more creative lowhanging fruits projects in terms of building improvements and energy efficiency that could be 10 https://homeenergysavings.pepco.com/md/business/customerimplemented speedily. For example, one could success-stories/university-maryland consider processing heat utilization from the kitchen to heat other parts of Fielding-Rumore Hall. Historic preservation regulations complicate things but insulation of buildings and perhaps retrofitting of insulation glass, the addition of thermal curtains or window insulating film could be considered. Furthermore, we could consider the development of user-guidelines (this could even include the prohibition of certain particularly inefficient energy 9 https://mde.maryland.gov/MarylandGreen/Documents/St.John% 27s-College-Profile.pdf 28 Blueprint for the new heating plant, ca. 1950 �THE GADFLY πόλις Distant Music Tarik Mahmud I have very sensitive hearing. I am usually quite aware of all the sounds going on around me—this AC, those people talking, that airplane, these birds singing, this clock ticking—so that things that require concentration can become tedious tasks, namely reading and listening to music. I take great effort when doing these things to remove any extraneous noises from my ears, particularly when I am listening to a piece of music I have not heard before; and become quite frustrated when the silence is broken. All this is to say, When I’m listening, I don’t want to hear anything extraneous to what I am listening to. The same goes for ambience. Though I am a great listener of music, I am also a great noticer that music ought not to be listened to excessively; I find that listening to too much music is very wearying for the ears, and I often find that once I take off my headphones after listening to much music, the ambient noise is as gratifying as the music itself. In fact, I often find myself listening to ambience as intently as I listen to music, and when that ambience is interrupted, I become quite irritated. November 7, 2024 courtyard, enjoying the splendid weather of an idyllic afternoon, when through the windows came to me the sweet notes of a piano being played. No sound in the world could have possibly been more suitable to this ambience than that piano. Nor did I listen to the piano music itself as such—but I listened to it as sound and as ambience. This reflection has led me to the interesting realization of the strange sublimation that music undergoes as it traverses the space between our ears and our brain. For music heard is not mere sound, or ‘noise’ as we call it, but something entirely different not only in attributes, but in substance; it is similar to the auditory distinction between speaking and other noises, but far less lucid in its cause. To hear music as a part of an ambient sonic environment is to make oneself forego this natural inclination and to hear the sound of music as sound rather than as music. If I have leisure, I may further explore the sublimation of music in another article, but consider for now the condescension of music to ambience and noise, which may be no less beautiful. I speak most emphatically of the sounds of nature, which are too often maimed and mutilated by vociferous industrial sounds. But interruption on the part of music presents a particularly interesting case. For the sound interrupted and the music are often both things that I would not like to be interrupted themselves, and when they do interrupt each other , there is a cruel acoustic battle that seems to take place. It seems at first that music simply does not belong among other noises—the other noises must be shut out, or the music must be turned off. On the other hand, it has occurred to me that music can not just coexist with ambience but be a part of that ambience itself. I was sitting in the Mellon Squirrel in a tree with berries 29 �THE GADFLY πόλις November 7, 2024 The Scarved Woman Molly Sprout The mornings are 40 degrees again and I am, for the 20th fall in a row, stuck hating my life for those first few hours of being awake. My bones hurt and even just getting out of bed is a Sisyphean task. All I can do is pity myself in the cold mornings, and it hasn’t even hit 32 degrees yet. But regardless of my whining about this new weather, it has birthed a new joy: seeing people in scarves. I feel largely confused about my love of people in scarves- what is it about these scarves that make people, in my opinion, more beautiful? I see these beautiful people in these knit scarves and feel back at home. But what home am I referring to? I’m from North Carolina and that makes no sense. No, the scarf phenomenon has reasons below the surface. With it being a part of female clothing in many cultures, it begs the question of why society, as a whole, moves to the scarf. Photo provided by author A few ideas: 1. The cozy woman reminds us of the mother and of home: Could a warm woman immediately bring the mind to home; to being cuddled in a blanket, to Christmastime, to warmth, to hugs? 2. The act of covering up implies something enigmatic about the woman: Could having something hidden create a mystery for the viewer? Like a present waiting to be unwrapped, does the scarved woman hold beauty and mystique unknown and desired? 3. The scarf is holy: As head coverings are used in many religions, could the scarf itself turn a woman into my Beatrice, a holy woman? Do we now want to use this woman as a vessel to God? Either way, keep being you, women in scarves! 30 Woman in a scarf from an illustration in the 1912 yearbook �THE GADFLY πόλις THE AM RADIO PRESENTS: Get in the Halloween Spirit, brought to you by Season of the Witch by Donovan AM November 7, 2024 migrate on for its summer hibernation in the bowels of a Hot Topic. Now, as for the benefits to be gained from such a venture I can personally attest. In search of the feline half of a Calvin and Hobbes costume a good friend and I braved the harrowing trek to the current Spirit Halloween next to the Trader Joes, and what a pilgrimage it was! A veritable mecca of cheap polyester and paint spattered plastic it was everything we had hoped for. It was the final hour of our quest, and we were not disappointed. A tiger costume in both sexy and footsie pajama variety? You just can't get that anywhere else and also come away with a Viking helmet, fishnet tights, and an animatronic demon witch that screams at you for good measure. I don't mean to say that it was all moonlight and corpse -flowers, however. The uber over was not cheap, and while the costume might have been so, my endlessly fickle companion was not satisfied with the figure he cut in his chosen costume and had to make a second trip. Now, imagine what could be done if we had a Spirit Halloween at our very doorstep. Easy access to last-minute costumes, plenty of decorations, and a festive campus hub for the autumnal months. No more half-heartedness, we will finally be able to live up to the gothic dark academia aesthetic that so many prospies envision for us. And if that isn't enough to sway you, consider the natural order of things. If by this time next year the old coffee shop isn't in use again, or the faculty lounge gets busy, then we may not have a choice in the matter. The Spirit of Halloween is a hard one to exorcise. It's that time of year again. The pumpkins are starting to rot on the porches. The candy is all quarter-priced, and some of the more enterprising stores are starting to pull out the evergreen and reindeer. It's the week after Halloween, and in just a scant 358 days that fateful day will come again. And next year we have to be ready. I am not saying that the polity didn't get into the holiday spirit this year: the Reality Halloween party was very well done, and sure, there are a few jack-o-lanterns about, but one night and some squirrel-bitten pumpkins simply won't cut it anymore. Where's the pizzaz? Where is the spooky spirit? Where is the twelve foot Home Depot skeleton looming over the quad?! Even the costumes are falling a little flat. If I see one more anthropomorphic fox, Star Wars couple, or "low effort but sexy variation of popular media/concept" I am going to start putting real entrails up on the walls. Of course there are still standouts, but the people who hand make elaborate program related costumes and hand draw their friend's elaborate tattoos all over their bodies aren't going to be around forever. In the age of credit card fraud and stolen amazon packages, getting a good costume is a daunting challenge— and on a college student's budget and timeframe I understand why so many of us take the easy way out. Therefore, I propose a simple but elegant solution: allow the now empty coffee shop in McDowell to follow the Image course that all liminal empty spaces with a nearby provided parking lot must eventually take and turn it into a by the Spirit Halloween. This will require very little effort, author as the Spirit Halloween will simply inhabit the space come late September, provided it is left empty save for a libation of fake blood and a child's sacrificed candy basket. And by early November it should 31 �πόλις THE GADFLY November 7, 2024 Μουσειον:“Franny and Zooey” and the Dissolution of Self Gabriela Forte How does one escape the world for a spiritual life? And, more importantly, how does one do so without falling into the same ego traps that worldly life introduces? In the J.D. Salinger book, “Franny and Zooey,” Franny Glass struggles with her place in the shallow, New-York-elite-pseudointellectual-IvyLeague realm, insisting, “I'm sick of not having the courage to be an absolute nobody.” She bemoans the individuality complexes of the people around her: “I’m just sick of ego, ego, ego. My own and everybody else’s. I’m sick of everybody that wants to get somewhere, do something distinguished and all, be somebody interesting. It’s disgusting.” Yet are these efforts helping her escape the world, or is she reinforcing her own ego in the process? Franny is obsessed with the book “The Way of a Pilgrim,” in which a Russian wanderer prays so deeply and constantly that the rhythm of the prayer integrates itself into his heartbeat, so that he is never separate from it. She is dedicated to achieving this herself, but the flurrying emotional torment she is experiencing seems to be inhibiting real progress. She is a wreck, spending all day sleeping or sobbing on the couch, refusing to eat, making a martyr out of herself. The feelings of repression and isolation she experiences come from a very real place—half of her family is either dead or out of contact, she was a very precocious child raised in the public eye in New York City, she is trapped around private-school academic socialites who spend their days talking about nothing—but is her emotional response enough of a rejection of these pressures? Can she escape them this way? When Franny wants to become an absolute nobody, when she wants to escape ego, is she doing it for spiritual fulfillment, or is she implicitly differentiating herself, making herself feel a little more special, a little more holy, a little less lost? She seems partial32 ly aware of the trap she is caught in, saying, “the worst part is, if you go bohemian or something crazy like that, you're conforming just as much only in a different way.” Her older brother Zooey pushes against this notion— that one conforms no matter what, just in a different way—claiming Franny is seeking out spiritual fulfillment for the wrong reasons, and this is misdirecting her. He insists outright that she is too caught in her own head, that the work that she is doing is purely for ego reinforcement and that it will not free her from the world that she feels so imprisoned by. “I'll tell you one thing, Franny… if it's the religious life you want, you ought to know right now that you're missing out on every single goddam religious action that's going on around this house. You don't even have sense enough to drink when somebody brings you a cup of consecrated chicken soup- which is the only kind of chicken soup Bessie ever brings to anybody around this madhouse… Even if you went out and searched the whole world for a master- some guru, some holy man- to tell you how to say your Jesus Prayer properly, what good would it do you? How in hell are you going to recognize a legitimate holy man when you see one if you don't even know a cup of consecrated chicken soup when it's right in front of your nose?” While this upsets Franny, I do believe that her brother is right. Taking part in these good, beautiful things shouldn’t be done merely to differentiate oneself— the detachment from the self should come first. While the differentiation from the crowd will happen as a result of pursuing spiritual things, doing it for the sake of anything other than the good and beautiful will leave you stuck exactly where you left off, if not worse. Now, you are hyperaware of everything—how �πόλις THE GADFLY alienated you are, how “holy” you are, etc. And in this hyperawareness of the self, you miss out on the beautiful, holy things around you, those things that permeate daily life, those things so many people merely pass by. This places you more intensely in the grips of ego than ever before. So, then, how do we detach and stay satisfied? A simple, almost too simple answer seems to be to not get attached to detachment. Escaping worldly life is done for something greater than the self, and it seems that the first thing one must do before detaching from anything else is to dissolve the self, detach from the ego, and exist for the good and beautiful, rather than for the sake of being or appearing so. I am aware that November 7, 2024 there are many people who are uncomfortable with these ideas, especially after having discussed Epictetus’ “Handbook” in sophomore seminar, but I think there is a fundamental misunderstanding of how this detachment factors into our lives. I think for many it is a remedy for the self-centered lives we lead, whether we are aware of it or not. I believe that the first step exists outside of ourselves; until then, we will continue to turn a blind eye to the beautiful things all around us and remain entrenched in turmoil that we ourselves created. Student (le ) and Mera J. Flaumenha (right) reading in the Woodward Hall library 33 �πόλις THE GADFLY City of Pigs: Acqua al 2 Molly Sprout, Restaurant Critic I’d like to start this off by mentioning that Daniel Nathan (my beautiful date for the evening) and I planned on going to Harry Browne’s for tonight’s review. We made a reservation and everything, but on the way to the restaurant we passed by Acqua al 2. The restaurant had warm, beautiful lighting and was relatively full for a Sunday night. I immediately regretted my Harry Browne’s decision but ultimately decided to stick to our reservation. That is until we walked in and were met with the cold and harsh lighting of a shitty, expensive restaurant that only my grandparents would want to go to. We sat and then promptly left for what we hoped would be a better dinner. This last-minute decision—was it worth it? The environment at Acqua is quaint and intimate, despite its large space. It smells of my mother’s cooking, rich and garlicky, and has a friendly yet professional staff. It has a distinctly romantic feeling, with warm lighting that could make anyone attractive. Our hopes are high as we start to peruse the menu. The menu, might I add, is all in Italian. A part of me doesn’t like this-- it seems like a ploy to make the restaurant seem more authentic than it is, having the white liberal couples struggle and laugh to ask in a terrible Italian accent for the “penne alla vodka”. But that’s beside the point; the menu is divided into appetizers, salads, pastas, and main courses (fish, poultry, veal, steak), as well as sides (the main courses are serves a la carte). We start with a salad and are slightly disappointed not to see a Caesar option, but we are both obsessed with Caesar salads and understand the world does not always agree that a Caesar option is nonnegotiable on a menu. We ordered the “isalata di spinaci”: a spinach salad with strawberries, pickled red onion, feta cheese, and a champagne vinaigrette. The salad was not great. It was so simplistic that it was left wanting. There was nothing offensive about 34 November 7, 2024 it, but the vinaigrette was purely acidic without the necessary oil to balance it, and spinach is unfortunately not a complex-enough green to have on its own-- in my opinion. Both the onion and the feta were powerful but both being acidic again left it unbalanced. The fresh strawber- Insalata di spinaci. Photo by ries did not complethe author ment it in the way they should have, so, all in all, this salad did not impress either of us. Moving on, we ordered pasta to share. We ordered the “bucatini al mascrapone e funghi”, which is bucatini pasta in a creamy mascrapone sauce with porcini mushrooms. Again, I was disappointed. The pasta itself was cooked well, and there was nothing offensive in the sauce. But the predominant flavor was salt, without enough complexity for something 22 dollars. The mushrooms were obviously sautéed well, but I only got a vague umami flavor and nothing punchy. I wonder if the mascrapone was simply too creamy and light, requiring the use of so much salt that it drowned out all accompanying flavors. I was left thinking that I could make something of equal value myself at home for about 4 dollars, and I’m not a very good cook. For the main course we decided on the chef special, which is three smaller portions of the house steaks. On the plate was a filet mignon with a balsamic reduction, a filet mignon with a blueberry sauce, and a ribeye on a bed of arugula, grape tomatoes, and parmesan cheese. We ordered this medium rare, and all three steaks were cooked closer to rare. I don’t mind this much as I only ordered it medium rare to appease Daniel, but I did think it was odd to have such rare �πόλις THE GADFLY steaks. Starting with the filet mignon with a balsamic reduction coating it. This was a beautiful dish. It was a good steak, extremely tender and with a salt and pepper crust around it, but the star of it was the balsamic reduction. It was rich and quite sweet, and I wonder Chef special. Photo by the if I would have liked it so much if I had author eaten an entire portion of it. Nonetheless, it was incredibly good and decadent. Next, the ribeye was not bad. The actual steak was good, but the salt was a bit overwhelming without any other flavors coming out. I preferred filet mignon to ribeye, but it was still a good cut and cook. I certainly do not think I would order it as a full meal. The last steak was the filet mignon with a blueberry sauce. This was absolutely the best thing we ate. The steak was tender and rare with a good sear on it, but what I am left amazed by is the blueberry sauce. When eaten alone, it was almost off-putting and much too savory, blueberries and salt are not on their own good together. But somehow the steak with this sauce is delicious. I can’t really explain how it was so good, if I’m being honest. I prompt everyone to try it at some point, as it is nothing an amateur home chef could do without a recipe-- at least in my eyes. Lastly, we had tiramisu and maybe I am just still thinking about Luna Blu’s, but this was just okay. It’s tiramisu, so it can’t be bad, but it wasn’t anything I would rave about. Overall, this restaurant was okay. We spent 132 dollars with tax and tip included and I can’t say I would spend it again. None of the food was bad but none of the food, besides the blueberry steak, was something I couldn’t make myself nor was something that blew me away. Though, the ambiance November 7, 2024 and staff are very nice, and I think this would be a good place to have an anniversary. I wonder now if Daniel and I made the right call by switching our reservation at the last minute. Is it worth it to have a nice ambiance if the food is just kind of okay? Both of us were full and smiling when we left, despite our ambivalence about the dishes. But that may just be because we’re young and in love and got to stare at each other over candlelight for 2 hours. Either way, Acqua al 2 is certified “just okay”. Daniel Nathan perusing the menu. Photo by author 35 �THE GADFLY πόλις THIS MONTH IN HOROSCOPES (NOVEMBER 2024) Madame Quiznos As the weather gets cold and the outfits get cozy, there’s a looming sense of overwhelming loneliness as days grow shorter. I think the kids call it ‘cuffing season.’ As an astrologer, it is my civic duty to dabble in matchmaking. This month, I have a series of missed connections and personal ads submitted from around campus. I hope this will help someone find what they’ve been looking for. Yours, Madame QUIZNOS ARIESÊ(MarchÊ21-AprilÊ19) “Our hands brushed in Home Depot as we both reached for the same box of industrial grade mouse poison. I was nervous about the moral implications of using such an intense pest-control substance but when I met your gaze all my doubts melted away. Brutality cannot exist in a person as beautiful as you. I chuckled nervously, you insisted I could have it, but I was too focused on your smile. You have teeth like a military cemetery. You asked me what someone like me needed such a powerful product for, I responded, “my dorm is 200 years old,” you chortled and said, “old buildings am I right?” I saw our whole lives play out in that moment. I saw our first date, first kiss, proposal, our spring wedding, our first, second and final child. I saw them grow up, I saw us age and die, I saw us entering eternity together. This experience was so profound, I didn’t even realize that I was crying. You looked alarmed. You waved goodbye, still looking alarmed, leaving me in aisle 12, holding a box of industrial grade mouse poison. I haven’t washed the hand you touched since. I need to see you again, and I need to wash my hand. Means of contact PO box 6743.” TAURUSÊ(AprilÊ20-ÊMayÊ20) We made eye contact in line at Auntie Anne’s in the 36 November 7, 2024 Annapolis mall. Female, mid 20s, redhead. Simple as that. GEMINIÊ(MayÊ21-ÊJuneÊ20) “How dare you look at me the way you do. You are an endless, black pool that screams to me ‘welcome home, beloved!’ It makes me sick. Who are you to deny us of each other?! Do you recognize the lifetime of pure devotion and adoration that I look at you with? I am your provider and yours to provide for in turn. I have dreams about you. Last night we were in a small boat on a great sea, a marlin jumped out of the blue darkness, flopping around our raft, and gouged out your eyes. You didn’t panic, you held my face and told me you’d be ok. The sun emerged from the ocean, water poured off it, creating great waves that sent you, me and the fish flying. When I washed up on a strange shore, you were gone, it was just me and the fish, your eyes still skewered across its swordlike nose. The fish and I walked along the shore, he told me of his life in the ocean, about all the other fish he knew, about all the places he’d been. We sat in a cafe for a long time, trading stories and feelings I had never had the courage to tell anyone else. Your eyes moved around the cafe as we talked until the sun sank back down into the sea. We left, disappearing back into the ocean without paying. I woke up giddy at the thought, that should you really lose an eye, you’d have a glass one made. I would steal it. I would carry your empty gaze with me everywhere, just me and your glass eye. I don’t think I’d even need to speak to anyone again. Your eye would follow me as it did in the cafe with the marlin, I’d live a happy life, watching you watch things. Please stop looking at me the way you do, it is giving me strange urges that my therapist openly shames me for. You know who you are.” CANCERÊ(JuneÊ21-ÊJulyÊ22) “I have been in this class for 600 years. Empires have risen and fallen around me in the time since we started this one-sided multi-party lecture. My hair has grown long, I am bearded now, my nails are so long they curl upwards and around themselves in ornate, �THE GADFLY πόλις yellowing loops. My skin sags, I feel the water pooling in my wrinkles, dragging my whole body down further into the uncomfortable wicker chair. I sometimes think about my friends and family on the outside, but hoping in such an environment will only bring pain. I don’t know how anyone can bear the weight of such hellish torment. I can see my fellow captive out of the corner of my eye, scribbling something across the garish neon cover of the lab manual. I hear the light drag of your ballpoint pen as it dances across the paper, I follow the lines intensely. My sentence isn’t shortened, but I am offered some solace watching you doodle. Little animals, one weirdly realistic eye, crude characters of classmates, aimless spirals all cover the margins surrounding walls of indecipherable text. You are the tally marks that dress the stoney walls of my cells. Please never stop drawing, watching you improve daily makes my day and makes class a little more bearable.” -woman bored to death in Mellon 203 Midcentury seminar LEOÊ(JulyÊ23-ÊAugÊ22) “The essay was due 20 minutes ago. My name and cursor are the only thing on the google doc. They mock me. I went to the vending machine, where you and two other stoned-smelling dudes were rocking November 7, 2024 the machine, cursing out the snacks you had reaped but not sowed. After a particularly hard sounding slam against the glass, you turned to me, holding your shoulder, looking a bit pained and said ‘Doesn’t work’ before you and your posse headed back upstairs. I don’t even think you live in this dorm. Honestly, I have a boyfriend I’m very happy with, but you dropped your Jimmy John’s stamp card, and you were one sub away from a free sandwich, and I’d like to reunite you. Please inquire within Edensword 213.” VIRGOÊ(AugÊ23-ÊSeptÊ22) “We met in the Paca historic garden. You didn’t see me, but I saw you. I saw you in the most profound way a man can, I saw into your very essence and the beauty was blinding. You, an older gentleman with an air of wisdom about you and a very strange hat; me, a younger gentleman who longs for wisdom in an equally strange hat. I am hypnotized by your movements. You looked so assured and confident in your lack of direction, waltzing around the garden, stopping at your own discretion, unbothered by bees or tourists. Every movement was spontaneous but calculated. You moved like the wind. There was no doubt, I have never seen someone who has no ounce of doubt in their own footsteps. I want so badly to have that same kind of self-assuredness that I’m afraid only comes with age. Did you feel like this once too? Part of me thinks that no one is ever truly confident in themselves, you just get better at lying about it. But then I see people my age who seem so organized, who know themselves and what they want to be and where they want to go. Do you think they get the same bile washing up in the back of their throats when they think about the future? I can’t imagine they do, but then I guess everyone is struggling in their own small ways. Let’s roam the garden together, I have a lot of questions about growing up. PO box 32766” LIBRAÊ(SeptÊ23-ÊOctÊ22) “I didn’t understand Hegel before you. In the middle of my point about the unthinking conscience, you in37 �πόλις THE GADFLY terrupted me. Your confidence was overwhelmingly attractive as you loudly corrected me. As someone with a social life in high school, I was never able to truly dive into the building blocks of philosophy the way you were. I am so aroused knowing that this is your third time reading this book. As you continued to speak, you ended up repeating my point, albeit in different terms. We share a mind, we are of one soul, you and I; cut of the same cloth. I know every fiber of your being. Within me is the roadmap to your hopes, dreams, fears, anxieties and treasured memories. I was born with the building blocks of you deep within me. Call it recognition. I knew at that moment, as you regurgitated my words back to me in a condescending tone, using words I’m not entirely sure I knew the definition of, that I had to pick your brain, to completely understand and dissect you. I must recall what makes me myself from the elements I pick out within you. My mirror! You are the most interesting man I’ve ever had the pleasure of meeting. I want you. I need you. You are my shepherd, and I burn with passion at the thought of having you follow me around post-seminar continuing to explain Hegel to me, interrupted only by you blowing cheap cigarette smoke in my face. It sticks in my hair and to my clothes, it’s like I can carry you with me. I sit cattycorner to you in seminar, please reach out to me soon.” SCORPIOÊ(OctÊ23-ÊNovÊ21) “Man seeking large, abandoned mansion for the benefit of the polity. On campus living is a bore, and most of the properties in Annapolis are technically AirBnBs, empty most of the year. Me and three to seven assorted men are looking to squat in one of Annapolis’ premier bachelor pads. Ideally with a balcony or a deck, as we all enjoy chain smoking and reading very publicly. Don’t worry about utilities, one of our boys is a crafty little devil. This will be to the benefit of the polity, of course, as we’ll use it as a place to store only the finest kegs, a proverbial beer hall, open to all. The music is bangin’ and the women are thoroughly okay looking. I’ve heard tell of a similar feat pulled off my freshman year and would like 38 November 7, 2024 to see if we could do it again. Please contact hpreuben@sjc.edu should you have any information or leads on a suitable space.” Evan Gobstoob Canter, 1981 SAGITTARIUSÊ(NovÊ22-ÊDecÊ21) “I’m one of the school’s many underpaid student photographers. It’s my job to go to events and take silly little pictures for Instagram and the official website. I must sell culture, diversity and a fun yet sterile environment. Investors go crazy for that kind of thing; half a dozen thin framed, modestly dressed girls reaching across a table for a plate of vegan tacos, student athletes in action, an ethnically diverse group of longtime friends studying on the quad, the usual staples. When I edit, you’re always somewhere in the background. For a while, I wrote it off, St John’s is so small, you tend to recognize people you’ve never met. But you are in all my photos. My school-sanctioned camera, my phone, my personal social media, you are always looming in the background. You’re not even stalking, you are simply in the foreground, reading, studying, on your phone, dancing. I never catch your gaze, you’re usually captured on film only in profile- a lot of people would be very envious to have such a strong side profile, you know. None of my friends know your name, either. I’ve been asking around, too. At parties, I’ll bring up �πόλις THE GADFLY my phone, zoomed in on your grainy image painted atop my cracked iPhone 11. They all kinda shrug to themselves, no one knows who you are. The next morning, when I go to make my obligatory post party post, it’s revealed you were there the whole time. This has happened at least 6 times. Stop being a stranger, you can find me on all socials @brinos05” CAPRICORNÊ(DecÊ22-ÊJanÊ19) “We haven’t spoken, but we share a warrior’s bond. This year’s seminar has been rough, we ended up with a person who has absolutely zero filter, a handful of devout recently converted Catholics, in addition to the classic combination of ‘woman with dyed hair’ and ‘man who owns an American flag’ and a rather outspoken stoner, who will ramble for longer than anyone thought possible. We’re managing, but barely. You are my rock. We have never spoken, but I find endless comfort in your dead eyed, eyebrowcocked gaze. When you’re not around, I have no one to direct my vitriolic stare at, no one is alongside me to share my pain. Please come back to class, I understand it’s bad but you can’t just leave me here to die. Please come back, your absence is felt” November 7, 2024 very quickly go into obscene amounts of debt. To contact me, simply toss 3 to 5 small yet ornate coins into College Creek, howling drunkenly as you do so. I also have an email.” PISCESÊ(FebÊ19-ÊMarchÊ20) “We’re allowed off the yard some nights you guys hold those school dances. We met each other in the snack room, you in a plastic ghoul mask, me another sailor in a sea of matching white uniforms. You ate seed speckled crackers with a generous helping of hummus, laughing with your friend who was some sort of erotic Greek senator- honestly it was confusing, and I didn’t really care enough to ask them. I had eyes only for you, plastic clad ghost. You smiled at me on your way to the dance floor, where I saw you later, busting it down to Pitbull’s 2009 club classic ‘Hotel Room Service.’ I don’t think I ever really saw your face, but your laugh echoed throughout the Great Hall. You carry with you an infectious energy, you seem so unbothered and joyous, uninhibited. Let me take you out, we can laugh loudly and eat more hummus. Contact Midshipman C Clark, Third Company.” AQUARIUSÊ(JanÊ20-ÊFebÊ18) “Meandering and self-deprecating horoscope columnist seeking a twin flame or intense, toxic and codependent situationship. I like long walks along the sea (lie), the sound of bone on concrete and expensive cocktails from unpleasant bartenders. I’m hoping you’re an air or fire sign, but I will tolerate fellow earth signs against my better judgment. Water signs needn’t apply. My rising sign in Virgo and moon sign in Aries means that I am neurotic and pedantic but also highly argumentative and aggressive, aided by my stubborn streak from my sun in Taurus. I’m like if an abused pitbull wore a 42DDD bra, and I hope this partially excites but mostly frightens you, as Mama likes ‘em scared. My Taurus nature means that I love the finer things in life, so I hope your credit card limit is high. I do expect many expensive things, and I will feel bad about receiving them, I am also highly competitive and will try to outdo you. We will both Naval officers laying a wreath at the French Monumnet 39 �πόλις THE GADFLY November 7, 2024 The Mysterious Doctor Sajoco #4, by Sean Stickle. Originally published in the Gadfly 0n February 14th, 1995 40 �πόλις THE GADFLY November 7, 2024 Elections of St. John’s Past In honor of election day, which will have already passed by the publication of this article, I thought it might be of interest to share Gadfly covers from previous elections. 41 �THE GADFLY πόλις robin on the railing Natalie Goldman I’ve already walked by the house A dozen and a half times, Trying to find a better angle, Looking for better excuses. Not now, I whisper, telling the truth. Tulips will sprout around the front porch, A robin on the railing, and I Will eat toast, badly burned, From the inside out. The merit of mirrors is that they don’t exist Outside of houses, and that way I will never see myself Walking forth and back and forth And back before the door, wide open— Before the door has a shot To shut me out from this, My inheritance, The one I get by loving. 42 November 7, 2024 �πόλις THE GADFLY November 7, 2024 Seminar Readings Cartoons by Tamar Pinsky Your Campus This Week Friday, November 8th: · Friday Night Lecture: The Philosophical Challenges of Early Art, Allen Speight. 7:30 pm, FSK Auditorium Saturday, November 9th: · KWP Presents: The Seagull, directed by Margaret McConnell. 7:30 pm, FSK Auditorium Sunday, November 10th: · KWP Presents: The Seagull, directed by Margaret McConnell. 7:30 pm, FSK Auditorium Tuesday, November 12th: · SCI Shakespeare in the Fall: Midsummer Night’s Dream with Ms. Axelrod. 5:30 pm, Conversation Room Wednesday, November 13th: · Supplemental Course Funding (Formerly Pathways) information session. 2:30 pm, Hodson Room. 11/07 11/11 Freshmen Aristophanes: Clouds Plato: Apology and Crito Sophomores Bible: I Corinthians Bible: Romans; James Juniors and Seniors Preceptorials Preceptorials PSA on Campus Misinformation El’ad Nichols-Kaufman You may have noticed handwritten signs in the McDowell Basement reading “TRUMP WILL REMOVE FAFSA,” and include a link to register to vote. I admire attempts to inform the polity of the very real effects of this election. However, as a journalist, I feel compelled to point out that this statement simply has no factual grounding. Trump’s education plans, which include dismantling the Department of Education, are vague and destructive, and should concern all students. However, he has offered no details, and has never stated any intention to eliminate the FAFSA, which is just a method of applying for aid. During his first term, he proposed cutting billions from Pell Grant funding, ending Stafford loans and cancelling loan forgiveness. The Heritage Foundation’s Project 2025 calls for first stopping loan forgiveness programs, like the Public Service Loan Forgiveness, the eventually the end of all federal loans, and drastic cuts to work study funding, but does not mention the FAFSA, and does not include all the programs whose funding is allocated through FAFSA. It is our duty as citizens in a democracy to remain aware of the stakes of our choices in the election. In doing so, we must take an active stance against misinformation everywhere in our community. 43 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. Submissions sent to the Gadfly should either be in Microsoft Word or JPEG format. The deadline for submissions is the Monday a week prior to publication. Harrison DeWalt post-Wagner on a Halloween seminar night. Photo by Tarik Mahmud For more information, contact us via email at gadfly.office@sjc.edu. Photographs without a listed source are from the St. John's College Digital Archives. St. John's College owns the rights to these photographs. All illustrations and doodles without a listed source were drawn by Helen Felbek 60 COLLEGE AVENUE ANNAPOLIS, MARYLAND 21401 � 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 <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 44 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLVI, Issue 4 Description An account of the resource Volume XLVI, Issue 4 of The Gadfly. Published November 7, 2024. Creator An entity primarily responsible for making the resource Nichols-Kaufman, El'ad (Editor-in-Chief) 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 2024-11-07 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 Subject The topic of the resource College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLVI Issue 4 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3bbf1109dcafa611a0ff6c89ad7ff6ba.pdf 8f8b13d9aab81724956df24c5b3e3354 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 <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection. 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 36 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLVI, Issue 3 Description An account of the resource Volume XLVI, Issue 3 of The Gadfly. Published October 17, 2024. Creator An entity primarily responsible for making the resource Nichols-Kaufman, El'ad (Editor-in-Chief) 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 2024-10-17 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 Subject The topic of the resource College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLVI Issue 3 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2770dfba3eaafaebca373fc97213d115.mp3 70f7e9e1a2a1facfa48f7b5815a46501 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.) 01:06:36 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 On Parts and Wholes in Living Things: Harvey, Descartes, and the Heartbeat Description An account of the resource Audio recording of a lecture given by Annapolis Dean Suzy Paalman on November 15, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "William Harvey and René Descartes famously disagreed in their accounts of what the heart is doing as it gives its characteristic beat. Both authors recognize that the heart alternates between squeezing and opening up. Harvey posits that the beat occurs as the heart squeezes closed while Descartes believes the beat happens as the heart opens up. Both have access to similar observations. How is it that they come to opposite conclusions? I'll discuss how their differing views of how to think about living things likely play a role in this disagreement. I'll examine what we have learned since their time about how the heart beats. Finally, given what we've learned, I'll ask the question: What can we say about the nature of living things?" Creator An entity primarily responsible for making the resource Paalman, Suzy 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 2024-11-15 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Descartes, René, 1596-1650. Discours de la méthode pour bien conduire sa raison, et chercher la verité dans les sciences. Harvey, William , 1578-1657. De motu cordis. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_PaalmanS_On_Parts_and_Wholes_in_Living_Things_2024-11-15 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dee2fb6ff274920925db4b23c6df1af5.mp4 755bd884dee10b6f65d6e541f11028e8 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.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. 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 Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mov Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:25 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's Wrong with History? Description An account of the resource Recording of a lecture delivered on September 27, 2024, by Annapolis tutor Zena Hitz as part of the Formal Lecture Series. Ms. Hitz offers this description of her lecture: “In a St. John's seminar, we do not approach the readings historically, that is, ‘in a context.’ Instead, we ask them questions, as we might ask living people questions, and engage them in conversation and shared inquiry. Is this simply the way we prefer to read? Or is something wrong with a historical approach to a great book? If so, what?” Creator An entity primarily responsible for making the resource Hitz, Zena, 1973- 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 2024-09-27 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 to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a 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 moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource History--Study and teaching Education, Humanistic Facts (Philosophy) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Hitz_Zena_2024-09-27_ac Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7999">Typescript</a> Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8bf8c97acefcc9adff0b2de5403d3bd8.mp3 d824bef9d922bdeb991bb251b3f4e85b 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.) 00:59:49 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 Modern Geometry Description An account of the resource Audio recording of a lecture given by Jesse Wolfson on November 8, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "One hundred and seventy years ago, the German mathematician Bernhard Riemann submitted a short, 12 page note for his habilitation called 'On the hypotheses which lie at the bases of geometry.' Where Euclid began by considering constructions at arbitrary scales, Riemann asked what an observer could measure in nearby regions. With this seemingly small shift, Riemann initiated a radical expansion in our conceptions of space, one that set the stage for Einstein's theory of general relativity and all that comes after, and one which continues to lead mathematicians into strange and unfamiliar new worlds. In this talk, using thought experiments, visualizations, and Riemann's original writing, I will try to lead the audience through the doors Riemann opened and into some of these new worlds that mathematicians are still actively exploring and seeking to understand." Creator An entity primarily responsible for making the resource Wolfson, Jesse 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 2024-11-08 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 Riemann, Bernhard. On the hypotheses which lie at the bases of geometry. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_WolfsonJ_Modern_Geometry_2024-11-08 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a717b1e684ad9e325d1ea2534817085d.pdf db7f1f3bd76004dbc18ee24430e772d4 PDF Text Text What's wrong with history?1 Zena Hitz Nothing so subtly distracts human beings as an environment of vestigially thoughtful speech and uninterpretable objects of reason emitting a persistent rational gibberish. — Eva Brann, Paradoxes of Education in a Republic I want first of all to welcome back all of our alumni to St. John's this Homecoming weekend. It is a bit strange for me to give this welcome, as I am myself welcomed back, as a member of the class of 1994 whose reunion year this is. In light of that I'd like to dedicate this lecture to two of our classmates who we've lost in the past few years, each of whom we lost suddenly and well before their time. Michael Miller was a quiet student. Like many such students, his habit of silence masked serious and extensive reading, imagining, and thinking. He read large volumes of literature into the years after graduation, wrote fiction and reflections, and shared with a lucky few his thoughts in conversation. He worked as a switchboard operator at a hospital, for which he had been trained at the college switchboard (which we used to have), and was a devoted and loving husband and father. In preparing this lecture I was greatly helped by the college's para-curriculum on history, including Leo Strauss, "Political philosophy and history", Journal of the History of Ideas 10.1 (1949), pp. 30-50, reprinted in What Is Political Philosophy? (Chicago, 1957); Jacob Klein, "History and the liberal arts" and "Phenomenology and the history of science" (both reprinted in his Lectures and Essays), Harvey Flaumenhaft's lecture, "History in liberal education: Hindrance or help?" (2001) and Eva Brann's "The Student's Problem" (1967); as well as a forthcoming essay by Mary Elizabeth Halper, "Jacob Klein on the Problem of History for Liberal Education." 1 My interest in the topic was sparked by teaching the Graduate Institute History tutorial for the first time, and I am especially influenced by Nietzsche, "The Use and Abuse of History" and Husserl's The Crisis of the European Sciences, trans. D. Carr (Northwestern, 1970), as well as Husserl's 1910 lecture "Philosophy as a Rigorous Science." I did much of the reading and thinking connected with the lecture while on leave at the James Madison Program at Princeton, and was helped by conversation with the other fellows. Lastly I was aided by Liam Kofi Bright's short essay, "Facts vs. opinions" (https://sootyempiric.blogspot.com/2024/03/facts-vs-opinions.html) and by many wonderful conversations with Aschely Cone and Jordan Poyner. �Eddie Ames was what we call a transfer student. He studied aerospace engineering for three years before becoming bored and disaffected. After traveling around the country, he enrolled as a January Freshman at the age of 26. As a St. John's student he used his STEM education to help his fellow students through their Newton and Maxwell. After St. John's he enlisted in the Army, and served in civil affairs units overseas. After the Army he became a math teacher, and nursed his mother through years of dementia. He had a passion for Shakespeare and Mozart, whose work fed and consoled him until the very end of his life. For these two men, and for so many others, the College was not simply one launching pad among others. It was, or is utterly indispensable to the development of a rich and nourishing inner life, and a foundation for loving service to others. I consider it the privilege of my life to be a part of the education of human beings like them. ____________________________ Hard Times, a novel by Charles Dickens, begins with a short speech, given by Thomas Gradgrind, a father and headmaster of a school (as his name suggests): "Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!" What Gradgrind means by facts is briefly illustrated in the following classroom scene, when a student addressed as girl number twenty cannot properly define a horse. The schoolmaster turns to a another student: 'Bitzer,' said Thomas Gradgrind. 'Your definition of a horse.' 'Quadraped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in spring; in marshy 2 �countries, sheds hoofs too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.' Thus (and much more) Bitzer. 'Now girl number twenty,' said Mr Gradgrind. 'You know what a horse is.' The realm of facts from which this answer is drawn seems to offer accounts of matters of common experience that are concrete, digestible, objective, and correct. Numbers are used when possible. The facts range from the obvious—horses have four legs—to the hypothetically practical, numbers of teeth, how to care for hooves, how to judge age. Hypothetical practicality seems to me an earmark of a fact. I suspect in general that the realm of facts is the realm of the useful. So much is suggested in Dickens's novel. Mr Gradgrind's closest associate is Mr Bounderby, owner of the local mill, the wealthiest man for miles, identified as a self-made entrepreneur. With Mr Bounderby's help, Mr Gradgrind eventually enters Parliament. The realm of facts, it is suggested, is closely intertwined with the realm of utility, and utility with wealth and power. Mr. Bounderby squeezes as much out of his mill-workers as he can. In that way—admittedly loose and hard to explain—the realm of facts is not only a resource for various practical concerns, but a system of rule, even a kind of tyranny. In Hard Times, the realm of facts and utility are contrasted with the world of feeling, sentiment, and the imagination. Without these, the story suggests, human life will be small, impoverished, and hostile to human excellence, even to basic forms of moral order. I find this story moving, and perhaps even true to life. But the danger that facts present to the sentiments or to the imagination is not my chief concern. Rather, I want to try to understand better certain practices and principles at the College. As the newcomers to us will have begun to understand, even by now, a fact is an unwelcome offering in our conversations. This can be a surprise or a struggle to many, and a scandal to some. Most notoriously, we neglect historical facts, or 3 �"context" as it is often called. In support of our ancient practice, I seek to undermine the realm of facts as a source of explanation or understanding, as much as possible, on terms that lovers of facts—let's call them "friends of the facts"— might understand. I will begin with facts in general, but in the second part of my lecture, as my title suggests, I will turn from facts as such to specific difficulties that the study of history presents for liberal education. For now, the facts. I. A statement of fact always represents a human judgement. The fact about the weather is the judgement of a meteorologist, or the observant and experienced layperson. The fact about the year in which William the Conqueror invaded England is the judgement of a historian. The fact about what a Greek word means, or what counts as a rule of Greek grammar, is a judgement made by a philologist or a grammarian. The fact about how to get from Annapolis to Cape Henlopen, land of dolphins, is the judgement of an experienced driver. These days, such judgements may be processed and mediated by machines. Those machines are not just imitations of human judgement. They rely on human judgement, that is, they require real human judgements as inputs. Without human judgements as a basis, the machines produce useless gibberish.2 Some judgements have a kind of immediacy and concreteness that bears truth with them. I open the drawer at my freshman lab station, and there are a pair of tongs. "There are tongs in the drawer!", I proclaim. I know that it is true, as it is right before my eyes. If others are around, and doubt me, I can gesture toward the tongs, bidding all to gather near and share my immediate, overwhelming experience of the presence of tongs in the drawer. If others are not around, I may find myself alone See Shumailov, I., Shumaylov, Z., Zhao, Y. et al. AI models collapse when trained on recursively generated data. Nature 631, 755–759 (2024). https://doi.org/10.1038/s41586-024-07566-y . Retrieved 10/6/2024. Open link: https://rdcu.be/dWaMe 2 4 �with my fact, a fact that others may doubt or ignore or even scoff at. "Ohhh" they say, "Tongs in the drawer! Sure! Are there also little furry goblins?" The example is silly, but my intention is serious. Judgements arising from immediate experience are perhaps the most vivid we have. And yet, that vividness— the radiance of the truth of the judgement—is not always shareable with others. If I am reporting on the contents of the lab drawers to anyone without access to the room —and there are hundreds, thousands, billions of people without access to our lab rooms—they must rely on some authority implicit in my report. Most things we call facts are not the objects of our immediate experience. Their truth is usually unavailable, and that is when we most especially use the word "fact": to communicate a claim to knowledge not shared by our audience. When we state "facts", we hide the original judgement, whether ours or someone else's, under an air of authority. A statement of fact, generally speaking, is a demand for agreement on a question when the ground or basis or evidence for the judgement is not available. Often, the reliance of factual judgements on authority does not matter very much. That is because such judgements are eminently practical. Consider the judgements arising from immediate experience that guide us through our day-to-day lives, often beneath our notice. What we judge to be in the kitchen cupboard guides what we buy at the supermarket; how many people are in the fishbowl at 10:30 guides where we will sit in between classes; the reading listed on the the official seminar list guides what we read for seminar; my judgement that I need a cigarette guides my decision to smoke one. "Go get tongs from the drawer in the lab room" may or may not mark a successful endeavor, depending on whether the underlying judgement was correct or not. Likewise, my friend in the passenger seat giving me directions to Cape Henlopen will be immediately tested as to the reliability of their judgement. If they are wrong, we will be lost or stranded; if they are right, all will go well. 5 �That certain facts are immediately tested in practice shows that my earlier claim that facts are unwelcome in our classrooms is not strictly true. It is permitted, indeed necessary, for us to offer judgements about what is likely to be true as a matter of fact, when the consequences will surface in short order: "There's colored chalk across the hall" or "I think that if we cut the fish this way, we won't damage its heart" or "The passage we are talking about is in the third chapter" or "I think that noun is in the genitive", or "That interval is a major third," or "That planarium has been cut too many times. It is dead!" Yet in daily conversation and in everyday writing, outside the college, facts are used not in this simple, practical way, but as a claim to authority on broader questions of human life, moral or political, or questions about the ways of nature. If such facts are justified, it is by further facts: "studies" for instance or "science" or "historians". Facts are the judgements of experts, presented where those experts, or their expertise, are absent. Suppose we were to answer the opening question in our seminar with facts. The tutor asks, "Why is Achilles so angry?" and a student answers: "The progressive threat response in mammals is mediated by a system that runs from medial amygdaloidal areas downward, largely via the stria terminalis to the medial hypothalamus, and from there to the dorsal half of the periaqueductal gray." Or, the tutor asks: "Why are there two stories of creation at the opening of Genesis?" A student describes a study suggesting "that the neurological networks underpinning God representations amplify human empathetic responses." "Is Don Quixote crazy?" Well,"increases in the chemical dopamine can cause hallucinations, delusions and disorganised thinking". (By the way, I did not draw on any expertise in neuroscience to write these responses—they are, of course, from Google.) I could answer in a similar style, not drawing on neuroscience, but on history. Why is Achilles angry? "The Greeks" had a "shame culture". Why are there two 6 �Genesis stories? "Philological evidence shows that there are two different authors." Is Don Quixote crazy? "Knight errantry was widely admired in early modern Spain." (Here the first claim is bullshit, the second is true, and I fabricated the third one from scratch.) What has gone wrong? First of all, as I've suggested, the appeal to a fact is an appeal to authority. Secondly, and more surprisingly, because it is an appeal to authority, a statement of fact does not convey learning at all. That a statement of fact is a claim to authority can be illustrated by two contrasts. Consider first of all matters of common experience. Oak trees come from acorns. The sun rises each morning in the east. Matters of common experience are generally available and extremely useful in thinking about things, especially with others. Now, they may not be always strictly true—how many acorns are gobbled by squirrels, and never become trees? And what assures the relation between the sun and the sky in the long term? Still, these claims are "true enough", or as Aristotle puts it "true always or for the most part." Yet I doubt we would call these matters of common experience "fact." Consider next the enunciations to the propositions of Euclid: for example, "Circles are to one another as the squares on their diameters." We spend as much time as it takes in class demonstrating the proofs that Euclid offers for these claims, and sometimes offering alternative proofs, and sometimes questioning the terms or the methods of the proof. We might describe this activity as a pursuit of truth so far as the objects are concerned. Yet I think we would not describe those enunciations, however luminously true and well-justified, as "facts." If I am on the right track, then a fact is not simply something true about the world. There are truths that we do not tend to call facts. Sometimes we examine these truths, as we do with an enunciation in Euclid. Sometimes we take them for granted, as we do with matters of common experience. By contrast, to call something 7 �a fact is a claim to knowledge, and hence, a claim to authority. When we accept that authority, and trust in the fact, we give the speaker a certain status, the status of a knower. A knower may be able to offer an explanation or justification of the proferred "fact." But the explanation is frequently also in factual terms, or an appeal to further, generic authorities: "studies" have shown, or "scientists" think. That makes a factual claim a kind of oracle: a voice from a rock that mysteriously speaks a truth, whose source we cannot evaluate or understand. So much supports our common experience at the college. A statement of fact pretends to an authority which stands outside of community of the classroom, and so it smothers the flame of serious and collaborative conversation. The questions which open our conversations are not answerable by facts. They are not, as is common in other forms of schooling, questions set to test our mastery of some material, laid out on a grid for the purposes of competitive box-checking.3 We ask real, open-ended questions, motivated by a desire to understand. The conversation might undermine the basis of the question, or begin to build a way to answer it. We may even go around in circles for a time. Only rarely does an answer emerge, and then usually only when something technical or concrete is at stake. With experience, I think it becomes obvious to most of us, if not all, that the forms of conversation opened up by the exclusion of facts are exciting, fascinating, edifying and wholesome. Forced to appeal to resources we can share, we read more carefully. When we seek words and phrases whose meaning we understand, as matters of common experience—say, "downward tendency" instead of "gravity", a term mediated by experts—we must speak more carefully and more thoughtfully. Our thinking becomes transparent, available to be heard, disputed, or added to by others. 3 On which see the wonderful discussion in Eva Brann, "The Student's Problem" (1967). 8 �_______________ Now, if we think again about our Euclid propositions, it becomes clear that what is presented in our classes as an invitation to examination, inquiry, or study can be presented as a fact in another context. Shortly, the freshman will turn to Euclid's famous proof about the relation of the sides of right triangles. It is likely to be familiar to us already, as a fact. Our fact has a pretentious title "The Pythagorean Theorem", as if that told us anything about it, and it has a snappy-sounding modernized formula: a2 + b2 = c2. What is the relationship between the factual claim, used as a weapon by know-it-alls in schools around the world, and the piece of Euclid's writing that we discuss in class? Here is a simple answer: The know-it-all's fact is dead, whereas Euclid's proposition, when a single person works through it, or several of us together, is alive. It is more alive, I think, even than my vivid experience of the tongs in the lab drawer. Like all living things, it takes time to come to understand it, and new aspects of it emerge over the course even of years. (I had a student in freshman math once who presented an alternate proof by baking cakes in the shapes of right triangles and the squares on their sides. She cut up the squares and lay them on top of one another to show their equality. Is that a good alternate proof, or not? Why not?) By contrast, a fact, when it is not simply a tool for establishing authority or jockeying for status, may point to something true, and even deeply true. But it has been dessicated, dried up, like astronaut's ice cream, and it has traveled far away from its source in a person's thinking and judgement. It might even be a mere disconnected symbol whose meaning has been lost, like a stray name tag from one of those huge and awful academic conferences, like the American Philosophical Association. In Plato's Phaedrus, which we read, by long tradition, at the end of freshman year and senior year, Socrates tells a story of the invention of writing in Egypt. Its 9 �inventor, the god Theuth, claims that it will help people to remember, but the god serving as king, Thamus, objects: For this invention will produce forgetfulness in the minds of those who learn, by the neglect of their memory. Their trust in writing, produced by external characters which are no part of themselves, will discourage the use of their own memory within them. You have found a medicine not for memory but for reminding. You furnish your students with the appearance of wisdom, not true wisdom, for they have heard many things without teaching and will therefore seem to know a lot, despite being ignorant for the most part and difficult to live with, since they are not wise, but only appear wise. (Phaedrus 275a-b, my translation.) Facts, like writing, are knowledge in storage, dessicated understanding stored up to be rehydrated or restored to life at a later time or place. They are stand-ins or representations for a living understanding, such as the active judgement of the living human being that originates it. Once put outside a person in ink on a paper, or in encoded pixels, the origin falls from view. As Socrates goes on to say, the disembodied record of the judgement is rolled around everywhere, like flotsam and jetsam on the sea, able to be claimed by anyone, whether they have the understanding it represents or not: Socrates: Writing, Phaedrus, has this fearsome quality, and is truly like painting; for its offspring stand like living beings, but if one asks them something, they preserve a solemn silence.It is the same with words and speeches; you might think they spoke with a certain wisdom, but if you question them, wishing to learn about their sayings, they always say only one and the same thing. And every word, when once it is written, is rolled and tossed about everywhere, alike among those who understand it and those who have no concern for it, and it does not know to whom to speak or not to speak. When sounded falsely or unjustly reproached it always needs its father's aid; for it has no power to defend or to help itself. (275d-276a) 10 �Is there any better description of the condition that we live in? We swim in sentences without knowing who spoke them or why. Free-floating claims can lodge in our minds, like spores. We can repeat them as if we know and understand their origins in real human thinking and judgement, but nothing will stop up our mouths and prevent us if we do not. Their automatic authority motivates us to cling to them when the going gets tough, and when we fear diminishment or loss of status. Worse than that: Our technological habits suggest that we believe that learning consists in the minimal acquisition of these dried up and dead judgements. To be used, like the directions from a global positioning system, one doesn't even have to learn the facts in question, but only to act on their assumption. Our thoughtless habits of deference and obedience to machines make it easy to forget that not only all true judgements, but all interesting judgements, originate in a living activity. We make these judgements when we get to know a subject matter by reading, study, and observation, by imagining and examining possibilities. If we do not cultivate these living activities of learning, in ourselves or in others, we risk becoming circulators of dead sound and symbol, exposed to an endless and unresolvable struggle for power and status. Of couse, it is not quite right to call facts "dead". What is dead remains so. In our study of Euclid-- or in the whole mathematics program -- we enter into the living origins of dead facts, the mathematical flotsam and jetsam in which we swim as a matter of course. We could say we "revivified" dead learning—although it has a creepy resonance, as if we were making zombies. Or we could use our founding dean, Jacob Klein's phrase, following Edmund Husserl, that what we do is "desedimentation", scraping off the deadening shell of the fact exchange, and seeing the truth of things, as vividly as if it were before our eyes.4 4 See especially Klein's "Phenomenology and the History of Science", with references. 11 �I have suggested that the most visible effect of the use of facts in our classrooms, and the most obvious complaint to make about it, is the threat that the use of authority makes to our spirit of collaboration and openness. Our careful listening, to the voices of the books and to one another's voices, is interrupted by a demand for assent. Yet this argument against facts in the classroom is too weak. I want to suggest that the appeal to facts at best distracts, and most commonly disrupts, the use of our active powers to learn and to understand. To see this more clearly, I turn at last to history proper. II. I suggest we make rough and ready distinction between scientific facts on the one hand, and historical facts on the other. (Academics use the phrase "rough and ready" when they mean "crass and incomplete.") The realm of scientific facts, to speak simply, seeks to explain everything that happens—at least, everything material—in terms of what things are made of, the most immediate causes of motion and change, and in terms of the laws of nature, laws which are often or usually mathematically conceived. One of the very greatest privileges of studying at St. John's is the privilege of thinking through, over a period of years, in great depth, the claims of this scientific realm. You who are freshmen will observe living beings, at first with just your eyes and some old books, before turning in the second semester to the mathematics of materials and attempting to see materials more closely through various contrived observations. Sophomores will work through the relation between observation and mathematics in ancient and modern astronomy, and then consider the origins of algebra, the great engine of mathematical explanation. Juniors will gaze into the heart of mathematical physics, and seniors will explore the great complications it faced in 12 �the twentieth century. Each of you, in other words, will have ample opportunity to think through the explanatory claims of science and the status of scientific fact. What about historical facts? The nature of history and historical study gets much less attention in our curriculum. Those Graduate Institute students who choose the History sequence will work their way through a set of reflections on history and its nature. Otherwise, we have an essay by Nietzsche to be read in the second semester of senior seminar, "The use and abuse of history for life." It is this essay that guides the remainder of this lecture. A warning: I will focus on points with which I am sympathetic to Nietzsche, or where he has taught me something, or where his formulation is particularly vivid and true. Yet in the end I have disagreements that would separate the view I am trying to illustrate from his. Given the short span of a lecture, a muddle may result, and the question period may be the place to try to resolve it. Nietzsche mocks his contemporaries, the historically learned Germans of the nineteenth century as "walking encyclopedias", as "dragging around with [them] a huge quantity of indigestible stones of knowledge, which then, as in the fairy-tale, can sometimes be heard rumbling around inside of [them]."5 The craze for ingesting information, facts, for a historical or scholarly approach to everything, has dehumanized them. For Nietzsche, the indifferent collection of an endless stream of historical facts is a sign of a kind of disorder, a misuse of learning. He describes Mozart and Beethoven, for instance, as "engulfed by all the learned dust of biography and compelled by the torture-instruments of historical criticism to answer a thousand impertinent questions."6 Mozart and Beethoven are composers of music. Their music is why they matter, as opposed to other central European males alive in the late "On the uses and disadvantage of history for life" §4, in Untimely Meditations, trans. R.J. Hollingdale. (Cambridge, 1983)78-79 6 Ibid. §7, p. 97 5 13 �eighteenth or early nineteenth century. Nothing about their biography explains what matters about their music. Consider another example, one that Nietzsche does not mention but one with which I'm sure he was familiar. In the nineteenth century, continuing unto the present day, scholars of Plato sought to discover the order in which Plato had written the dialogues, and so to give an account of the development of his thought. So, one might be told, some dialogues are early, others middle, and still others late, and the distinction would reflect changes in view on a more or less biographical basis— youthful idolatry of Socrates, the mature development of Socrates' ideas, the final rejection of Socrates. The motivation for the theory is not, for the most part, evidence from outside the dialogues, but rather, the apparent conflicts scholars find between various theses expressed in them. Adherents of the developmental model of the dialogues do not enter into the conversations of Socrates or the other interlocutors and so into the practice of philosophy. They cherry-pick theses and invent stories about how each develops from the other. Just as the Mozart biographers diminish unearthly music to the banalities of life, so do these scholars diminish and demean the great model for philosophical conversation and for the philosophical life. So far, we have suggested that a historical approach to books or to music might be pointless or distracting. For Nietzsche, the historical approach is worse than a distraction: it is destructive. He continues his earlier complaint about Mozart and Beethoven: Does [the engulfing and torture of the composers with biographical detail] not mean its premature death, or at least paralysis, when that, the living effects of which are not yet exhausted, is subject to curious investigation of the countless minutiae of its life and works, and when problems of knowledge are sought when one ought to learn to live and forget all problems?7 7 Ibid. 14 �"Forgetting all problems" perhaps makes more sense with music than with the dialogues of Plato. We are meant to listen to music, to perform it, to compose it, but not to study it; likewise, Plato invites us to practice philosophy, to face philosophical problems, to think about how to live—not to examine whether a moment's indigestion might have made him forget to apply something called the theory of Ideas. Nietzsche claims that 19th century Germans—"walking encyclopedias"— cannot "live", which I take to mean, they collect words without ingesting them or taking them to heart. They are not inspired to live out philosophy, to write music or poetry, but to summarize everything in a book and hold it at arm's length. By contrast, we can ingest Mozart's music as Beethoven did, composing music that responds to it on its own terms. Or we can ingest Plato's dialogues as Aristotle did: as the soil for further growth, as something in the light of which one might act, think, or create.8 Nietzsche's insight here is that a historical approach to certain figures or topics can be a kind of deliberate deadening. If facts are dead thinking, by burying art or thinking in facts, we make war on what matters. But for Nietzsche, smothering real thinking and creativity is not the only thing history does. He thinks that history, properly practiced, is essential for life. What does he mean by proper practice, and why does he think it is essential? He distinguishes three types of salutary history: monumental, antiquarian, and critical, briefly described in the passage that follows: Each of the three species of history which exist belongs to a certain soil and a certain climate and only to that: in any other it grows into a devastating weed. If a man who wants to do something great has need of the past at all, he appropriates it by means of monumental history; he on the other hand who likes to persist in the familiar and the revered of old, tends the past as an antiquarian historian; and only he who is 8 See the first chapter of George Steiner, Real Presences. (Chicago, 1991) 15 �oppressed by a present need, and who wants to throw off this burden at any cost, has need of critical history, that is to say, a history that judges and condemns. Much mischief is caused through the thoughtless transportation of these plants: the critic without need, the antiquary without piety, the man who recognizes greatness but cannot himself do great things, are such plants, estranged from their mother soil and degenerated into weeds.9 Monumental history looks to the past for inspiration. Antiquarian history looks to steward the history of a place or a community, as a way to care for that place or community. Lastly, critical history seeks to uncover a wrong of the past in order to correct it in the present and to build a different future. All three forms of history, for Nietzsche, must be undertaken with moderation. The wrong place, the wrong time, the wrong amount, would have toxic effects. All the forms of history that Nietzsche praises are a part of practical life, the life of action, driven by present concerns and in light of the future. It is evident from the tripartite division of history that he sees the value of history as political, or as belonging to a community or a political community in a special way. Sometimes he calls such a community a "culture". Monumental history matters for the formation of participants and leaders in political life, by shaping their aspirations and inflaming their desire to imitate the virtues of their forbears. Antiquarian history is a mode of stewardship. If an interest in one's ancestry is a mode of commitment to one's family, an interest in antiquarian history is a mode of commitment to the buildings and customs of one's community.10 Critical history is a mode of improving one's political community, of liberating it from something from the past that strangles its growth or its flourishing. Nietzsche, op.cit. §2, p. 72 I remember once visiting a small town in the Lake District of England called Grasmere. The church there had a custom, many hundreds of years old, called "Rushbearing". On a particular day, the townspeople brought rushes to cover the floor of the church. What was remarkable was that the historical pamphlet on the tradition contained no explanation whatsoever. They could speculate that the rushes were to cover odors or moisture, but why bring them on one day a year with pomp and ceremony? Antiquarian history prizes memory above understanding. 9 10 16 �Why would history be limited to the practical and the communal, or subordinate to what Nietzsche calls "life"? (It is difficult to see what he means by "life", but I hazard that he means the use of the active and creative powers of the mind and heart.) Nietzsche is not so much placing a limitation on history, as noticing that that a limitation is necessary. History is already necessarily limited. Consider for a moment everything that has ever happened. It is by no means all historical. What I ate for breakfast this morning, or a year ago, or twenty years ago, is not historical. It is simply a past happening. When we tell a history, we make a selection. Even if we choose to write a history of breakfast, or, even a history of breakfast in the United States in the late 20th and early 21st centures —even then, my own breakfast might not be exemplary or interesting, that is, it might fail to be of historical interest. The act of selection is made in the present in which the history is told, although of course, the selections of the past will also have determined, for instance, which books of the past have survived into the present. In his essay on history and the liberal arts, which I recommend, Jacob Klein makes this point about the necessary selectivity of history, and another point that seems to me related. Klein observes that, potentially, there is a history of absolutely anything. We could tell a history of Friday Night Lectures, a history of podiums, a history of public lectures, a history of audiences or auditoriums, or a history of receptions in between lectures and question period. I find the breadth of matters to which history can be used to be mysterious. There is not a geology of everything in principle, nor is there a science of nutrition for anything you can think of. For what kinds of inquiry is this true? There is certainly a philosophy of anything in principle, and a poetry likewise; there has also been thought to be a mathematics of everything, and a physics or chemistry of everything. 17 �Does every form of inquiry that has universal application also rely on a principle of selection? Not necessarily. Suppose there are universal and necessary laws of nature. The universality of their related sciences—physics or chemistry— might just consist in the application of laws to an unlimited variety of particular situations. In the case of philosophy, the disciplines within it are thought to have some internal ordering or other, for instance, logic lays a foundation for the study of nature, and the study of nature for ethics, in one familiar view. Our "selection", in these other disciplines, does not provide order and limits where there was previously none, but relies on an order within the discipline itself. Does history have laws? I believe that laws of this kind have been sought, and were sought with particular intensity in the 19th century. I am skeptical that they can have been found. What history may yield instead is rather matters of common experience, formulated by careful reflection on sets of events. Such a science of history, the kind that I think is practiced by Thucydides or Herodotus, Tocqueville or Tacitus, is not so much a "science" as a repository of practical wisdom, truths only as general as 'oak trees come from acorns' or 'the sun rises each day in the east.' Perhaps wealth provides for a leisured class, as Aristotle suggests in the opening of the Metaphysics, or, in the aphorisms with which Thucydides' history is larded, "war is a violent teacher"(3.82) or "it is a habit of mankind to entrust to careless hope what they long for, and to use sovereign reason to thrust aside what they do not fancy." (4.108) The works that come closest to seeking or finding laws of history on our curriculum are Adam Smith's Wealth of Nations in the junior seminar list, and the Marx readings that the seniors will begin shortly. In my current state of ignorance, I suspect that these two authors have in the end, like other historians and political theorists, have not discovered universal laws of history. Rather, they have only pointed out 18 �rules of thumb to guide large-scale practical judgement—what Aristotle called practical wisdom. Theirs is not a law-governed science at all. Now, you will have seen, at this part of the lecture I have become hand-wavy and lazy. Let me try to take a stab at one more suggestion as to why history may be necessarily a practical endeavor, rather than a theoretical one. Aristotle famously claims that poetry is more philosophical than history, since it aims at the universal: It is clear from what has already been said that the work of the poet is not to tell what happened, but the sorts of things that might and could happen, because they are likely or necessary. For the historian and the poet differ not by writing verse or prose -- Herodotus' writings could be put into verse and it would no less be a kind of history, in verse or without verse. The difference is this, that the one tells what happened, the other what might happen. For this reason poetry is more philosophical and more serious than history, since poetry is more universal, and history speaks of the particular. It is universal, then, for a person of a certain sort to say or do certain kinds of things, either as is likely or as is necessary. That is what poetry aims at when it gives names, whereas the particular is what Alcibiades did or what he suffered. (Poetics 1451a35-b10) If I am right in my instinct that there are no laws of history, so that no science of history could explain every particular, as is the ambition of natural science, history can only collect particulars. Further, it can only assemble particulars for a particular purpose, lest it be overwhelmed by a trillion irrelevant trivialities. It seems to me natural that this would be a practical endeavor, just as the multitude of facts we use in everyday life are most evident in practical endeavors. Recall at the outset of the lecture, facts seemed to have two uses: the attainment of practical goals, and the claim to authority. What is history for? To help us to think about what we ought to do. We ought to demand a transparent usefullness of any history, an account of its aims, a purpose in the present moment. 19 �III. Where does this leave us? As two of my colleagues asked me yesterday: Is history all bad? Or is it sometimes good? It seems to me that we have good reason to think that we are subject to endemic forms of distraction, illusion, and enchantment, not the enchantment that makes Cinderella a princess, but the enchantment that turns Odysseus' companions to swine. We have an inbuilt inclination to seek historical answers, such as the biographical pseudo-answers to why we find one thought or another in the dialogues of Plato. Our search for collections of irrelevant facts can overwhelm our attention and lay waste to the precious time in which we live our lives. I do not believe this search can ever be fruitful, in the absence of universal laws of history that could promise to explain all the happenings that have ever happened and all the doings that were ever done. I will confess, however, to having found history very useful in studying old books. To be so useful, it seems to me, it must help us to see what our friends, the books and authors, themselves saw. Our principle of selection, our terms of use, would then be the fundamental questions that we share with the authors of the books. In other words, when history is used well, it is subordinate to our shared interest with the books and authors, the love and zeal for fundamental questions. Until our fundamental inquiries are done, until we achieve mutual understanding with all of the humans from the past with whom we speak in conversation, it seems merely optional to seek out such nuances. For our attitude to the past is shaped by its own sort of selfish concern, the concern for how we ought to live, and how we ought to understand the world around us, in light of that concern. 20 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. 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. 20 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 What's Wrong with History? Description An account of the resource Typescript of a lecture delivered on September 27, 2024, by Annapolis tutor Zena Hitz as part of the Formal Lecture Series. Ms. Hitz offers this description of her lecture: “In a St. John's seminar, we do not approach the readings historically, that is, ‘in a context.’ Instead, we ask them questions, as we might ask living people questions, and engage them in conversation and shared inquiry. Is this simply the way we prefer to read? Or is something wrong with a historical approach to a great book? If so, what?” Creator An entity primarily responsible for making the resource Hitz, Zena, 1973- 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 2024-09-27 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 to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a 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 Subject The topic of the resource History--Study and teaching Education, Humanistic Facts (Philosophy) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Hitz_Zena_2024-09-27 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8001">Video</a> Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/878390a9a8f683cb4951c2b93b7fa3bf.mp4 381be463e37e70dac1c5e6a6c84fb751 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.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. 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 Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:00:05 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 Know Thyself in Dialogue with Others: A Case for Cross-Cultural Philosophy Description An account of the resource Video recording of a lecture delivered on November 1, 2024, by Bret Davis as part of the Formal Lecture Series.  <br /><br />Bret W. Davis is Professor and Higgins Chair in Philosophy at Loyola University Maryland, where he teaches courses in Asian, Western, and cross-cultural philosophy, with previous research and teaching stops in Germany and Japan. Professor Davis has published articles on numerous philosophical topics, and is the author of <em>Heidegger and the Will: On the Way to Gelassenheit</em> (2007) and <em>Zen Pathways: An Introduction to the Philosophy and Practice of Zen Buddhism</em> (2022).  <br /><br />Professor Davis offers this introduction to his lecture: “Know thyself” is a motto of philosophical inquiry not only in the West but in many traditions. What does it mean to know oneself? There are different types of self-knowledge, revealing different aspects of the self. One important aspect of the self is how our thoughts, feelings, and values are shaped by the culture and tradition in which we were raised. Another important aspect of the self is how we are capable of critically reflecting on and creatively developing our culture and tradition in dialogue with others. Our selves are both shaped by and shape our cultures and traditions. Creator An entity primarily responsible for making the resource Davis, Bret W. 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 2024-11-01 Rights Information about rights held in and over the resource In copyright. Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Self-knowledge, Theory of Cross-cultural communication Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Davis_Bret_2024-11-01_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/66634b9dab8335067748917730b1951c.mp3 28e43d170ad7baca9fb6496aedd88f70 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.) 00:48:59 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 Don Quixote and the Art of Reading Description An account of the resource Audio recording of a lecture given by tutor Obed Lira on November 1, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "What is reading? Is it an art? Few books explore what it means to read as compellingly as Don Quixote. Guided by a character who writes and reads himself into the world, the novel's numerous characters also appear to write and read themselves into dizzying stories as the book unfolds. The world, it seems, wants to read itself in narratives. To live in the world is to read the world. And yet, as we read, the book warns us that although reading ought to be edifying and delightful, it may easily prove harmful to individuals and dangerous to society. What lies at the center of this ambiguity in reading? Jests and metafictional trickery notwithstanding, the unrelenting violence depicted in the novel suggests that Cervantes might be deadly serious about a predicament that arises when thinking about reading more broadly: how are we to read the world, and what are we to do with how the world reads us." Creator An entity primarily responsible for making the resource Lira, Obed 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 2024-11-01 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 Cervantes Saavedra, Miguel de, 1547-1616. Don Quixote Reading Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_LiraO_Don_Quixote_and_the_Art_of_Reading_2024-11-01 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e5291025764775174f3ffa84dd80cefb.mp3 2bc0fbcdd941f73f9c9802df20280598 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.) 00:55:15 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 Christian Nationalism: Through the Lense of Anthropology Description An account of the resource Audio recording of a lecture given by Ron Duncan Hart on October 30, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Christian nationalism began forming in White working-class evangelical neighborhoods in the early 1970s, and this talk will analyze the cultural matrix of religion, disenfranchisement, anti-feminism, and racism that were the roots of that movement. It developed in backlash to the Supreme Court decisions banning segregation, prayer, and Bible reading in schools, followed by the civil rights legislation, the Equal Rights Amendment and the Roe vs Wade decision on abortion. Those historic changes and the growing pluralism of American society led to the religious right organizing to defeat them. Evangelicals formed a coalition with Ronald Reagan on the promise of making America great again, which was understood as code for making America White and Christian. We will look at that coalition and the continued use of the MAGA slogan to the present." Creator An entity primarily responsible for making the resource Hart, Ron Duncan 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 2024-10-30 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 Christian nationalism Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_HartRD_Christian_Nationalism_Through_the_Lense_of_Anthropology_2024-10-30 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/26671ac2055b2b2317950d528da8de34.mp3 e9f20c9c9e2893c36a68eee45d28deca 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.) 00:43:08 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 Distance, Attention and Being: Thinking About Media Description An account of the resource Audio recording of a lecture given by tutor David McDonald on October 25, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Aura, for critic Walter Benjamin, is the authenticity and uniqueness of the work of art, its situation in time and space. For natural beings, the equivalent is what Benjamin calls distance. The distance of the tree, the bird, the mountain--or the human person--is its independence and stature, its unassimilable being. A medium brings things closer, diminishes the distance of beings; this is much of Benjamin's concern in his consideration of photography as a medium, as a means of "mechanical reproduction." Invoking Simone Weil's and Iris Murdoch's thinking on attention, I will develop the notion of attention across distance, and discuss the role of media, especially electronic media, in our relation to beings. Along the way I expect to say something about boredom, trauma and addiction." Creator An entity primarily responsible for making the resource McDonald, David 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 2024-10-25 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 Weil, Simone Murdoch, Iris Benjamin, Walter Attention Digital media Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_McDonaldD_Distance_Attention_and_Being_2024-10-25 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8285d7a9a0bee1a6ee3aa611c625b791.pdf f41dc79c5ec53fc939e0839991646517 PDF Text Text Created with admiration by Luke Klassen, Greenfield Library, Graduate Institute Class of 2025 (Annapolis). �Eva Brann was a faculty member at St. John’s College in Annapolis, Maryland, for over sixty years. Among her numerous written works are over twenty books and more than two hundred lectures and addresses delivered at nearly one hundred institutions in thirty-four states and five foreign countries. She held degrees from Brooklyn College and Yale University and was a 2005 recipient of the National Humanities Medal. This bibliography includes those of her works held in the collections at the Greenfield Library as of October 2024. Created with admiration by Luke Klassen, Greenfield Library, Graduate Institute Class of 2025 (Annapolis). �Table of Contents* Addresses .................................................................................................................................................. 1 Speeches ............................................................................................................................................. 4 Talks ................................................................................................................................................... 5 Toasts ............................................................................................................................................... 11 Articles .................................................................................................................................................... 12 Drafts ............................................................................................................................................... 23 Book Contributions ............................................................................................................................... 24 Books ...................................................................................................................................................... 25 Chapters ................................................................................................................................................. 27 Drafts ............................................................................................................................................... 30 Draft and Unpublished Essays ............................................................................................................... 31 Lectures .................................................................................................................................................. 33 Reviews ................................................................................................................................................... 39 Drafts ............................................................................................................................................... 43 Translated Works ................................................................................................................................... 45 Books ................................................................................................................................................ 45 Articles ............................................................................................................................................. 46 Drafts ............................................................................................................................................... 46 Other ...................................................................................................................................................... 46 Unknown ............................................................................................................................................... 49 Drafts ............................................................................................................................................... 49 *Each entry is followed by the call number(s) by which that work may be found at the Greenfield Library. Items with call numbers beginning ‘FaFi-’ are part of the Faculty Files collection and may be requested at the circulation desk. �Addresses "About the Greatness of Great Books." Address delivered at the University of Notre Dame, Notre Dame, IN, April 4, 2001. [FaFi-BrannE003] "Barry Mazur—Steiner Lecture." Address delivered at St. John's College, Annapolis, MD, September 30, 2011. [FaFi-BrannE409] "Caritas Book and Author Luncheon." Address delivered at St. John's College, Annapolis, MD, Saturday, March 16, 1991. [FaFi-BrannE319] "Chris Nelson's 20th Year as Our President." Address delivered at St. John's College, Annapolis, MD, 2011. [FaFi-BrannE420] "Commencement: Glendale Preparatory Academy, Mesa Preparatory Academy." Address delivered at Glendale Preparatory Academy, Peoria, AZ, May 25, and at Mesa Preparatory Academy, Phoenix, AZ, May 26, 2012. [FaFi-BrannE427] "Croquet Match: Saturday, April 24, 1993." Address delivered at St. John's College, Annapolis, MD, April 24, 1993. [FaFi-BrannE053] "Democratic Distinction: An Address to Initiates of Alpha Chapter of District of Columbia, The George Washington University, Washington, D.C., May 8, 1993." Address delivered at Phi Beta Kappa Society, Washington, DC, May 8, 1993. [FaFi-BrannE067] "Do Colleges Have Something to Offer Universities Concerning Liberal Education?" Address delivered at the Association for Core Texts and Courses, Notre Dame, IN, June 11, 2013. [FaFi-BrannE441] "Does It Matter by Whom or When a Book Was Written?" Address delivered at the Caritas Society of St. John's College, Annapolis, MD, January 14, 1993. [FaFi-BrannE075] "Excellence and the Pursuit of Ideas." Address delivered at the College of Wooster, Wooster, OH, 1982. [FaFi-BrannE089] "Far Pavilions and Pig Pens Nearby." Address delivered at Eckerd College, St. Petersburg, FL, November 11, 1991. [program copy and typescript: FaFi-BrannE095] "For Curtis Wilson's 50th Year at St. John's." Address delivered at St. John's College, Annapolis, MD, October 2, 2000. [FaFi-BrannE103] "For Erik Sageng: September, 2014." Address delivered at St. John's College, Annapolis, MD, September 2014. [FaFi-BrannE526] "For Harvey Flaumenhaft." Address delivered at St. John's College, Annapolis, MD, May 16, 2005. [FaFi-BrannE104] 1 �"For Malcolm Wyatt's Retirement." Address delivered at St. John's College, Annapolis, MD, April 17, 2002. [FaFi-BrannE105] "For Ms. Barbara Dorsey: On Her Being Honored by the College, September 29, 2012." Address delivered at St. John's College, Annapolis, MD, September 29, 2012. [FaFi-BrannE430] "For Robert Williamson's Induction as Honorary Alumnus: October 5, 2002." Address delivered at St. John's College, Annapolis, MD, October 5, 2002. [FaFi-BrannE107] "For Stewart and Connie Greenfield." Address delivered at St. John's College, Annapolis, MD, October 3, 1998. [FaFi-BrannE108] "For the Graduation of June 3, 1999, The Village School, Charlottesville, VA." Address delivered at Village School, Charlottesville, VA, June 3, 1999. [FaFi-BrannE111] "[For the induction of Laurence Berns as honorary alumnus]." Address delivered at St. John's College, Annapolis, MD, Saturday, September 23, 2000. [FaFi-BrannE293] "For the Memorial Fun Run of Croquet Weekend: April 18, 2015." Address delivered at St. John's College, Annapolis, MD, April 18, 2015. [FaFi-BrannE531] "For the Post-Semester Party." Address delivered at St. John's College, Annapolis, MD, May 15, 2017. [FaFi-BrannE563] "For the St. John's College Board Retreat: November 5, 2004." Address delivered at [s.l.], November 5, 2004. [FaFi-BrannE119] "For the Students of Glendale Preparatory Academy: Who Have Read Homer's Epics." Address delivered at Glendale Preparatory Academy, Peoria, AZ, October 24, 2012. [FaFi-BrannE431] "For the Teachers of Glendale Preparatory Academy." Address delivered at Glendale Preparatory Academy, Peoria, AZ, October 24, 2012. [FaFi-BrannE436] "Graduation Address at Gutenberg College, Eugene, Oregon: June 14, 2003." Address delivered at Gutenberg College, Eugene, OR, June 14, 2003. [FaFi-BrannE127] "Great Books and the Book." Address delivered at Newark School of Theology for Ecumenical and Interfaith Studies, Newark, NJ, September 2, 1997. [FaFi-BrannE128] "Jacob Klein: European Scholar and American Teacher." Address delivered at Providence College, Providence, RI, Friday, March 11, 2016. [FaFi-BrannE505] "Jacob Klein's Two Prescient Discoveries." Address delivered at Seattle University, Seattle, WA, [May 27-29], 2010. [FaFi-BrannE445] 2 �"Keynote Address: Great Hearts Summit." Address delivered at Great Hearts Academies, [Phoenix], AZ, August 6, 2007. [FaFi-BrannE580] "Kick-off: Women's Soccer." Address delivered at St. John's College, Annapolis, MD, September 8, 1995. [FaFi-BrannE401] "Pre-Socratics or First Philosophers?" Address delivered at the Metaphysical Society of America, Annapolis, MD, Friday, March 18, 2016. [FaFi-BrannE506] "Prologue to 'Socrates' Legacy': For William Darkey." Address delivered at St. John's College, Santa Fe, NM, September 18, 2009. [FaFi-BrannE452] "Real Olympics: May 8, 1993." Address delivered at St. John's College, Annapolis, MD, May 8, 1993. [FaFi-BrannE303] "Reflections on Academic Freedom and Our Program." Address delivered at St. John's College, [Annapolis, MD], January 1990. [FaFi-BrannE305] "Service-Learning: Youth as Resource." Address delivered at St. John's College, Annapolis, MD, January 29, 1993. [FaFi-BrannE286] "St. John's College Dinner Celebrating the Conclusion of the Capital Campaign and the Beginning of the Three-Hundredth Year." Address delivered at St. John's College, [Annapolis, MD], 1996. [FaFi-BrannE313] "The Permanent Part of the College: For the St. John's College Alumni Association of San Francisco, Fall 1980." Address delivered at the St. John's College Alumni Association, San Francisco, CA, Fall 1980. [FaFi-BrannE243] "The Scholastic Aptitude Test at St. John's College." Address delivered at Charlottesville, VA, October 13, 2001. [FaFi-BrannE284] "The Undergraduate Program." Address delivered at St. John's College, Annapolis, MD, November 17, 2014. [FaFi-BrannE520] "The Uniqueness of the St. John's Program: (For the Special Plenary Session of the Board of Visitors and Governors, October 22, 1988)." Address delivered at St. John's College, Annapolis, MD, October 22, 1988. [FaFi-BrannE358] "Uniting Students' Learning." Address delivered at the Association for Core Texts and Courses, New Orleans, LA, April 8, 1999. [FaFi-BrannE359] "Women's [Soccer] Practice Kick-Off." Address delivered at St. John's College, Annapolis, MD, September 10, 1993. [FaFi-BrannE401] 3 �"Women's Soccer Season Kick-Off: September 9, 1994" Address delivered at St. John's College, Annapolis, MD, September 9, 1994. [FaFi-BrannE401] Addresses: Speeches "'Changing the World'." Speech delivered at St. John's College, Santa Fe, NM, May 21, 2016. [print: FaFi-BrannE528; SJC Digital Archives: Santa Fe Commencement Programs and Addresses Collection; audio: SJC Digital Archives: Santa Fe Commencement Programs and Addresses Collection] "[Reception of an honorary degree, Iona College]." Speech delivered at Iona College, New Rochelle, NY, November 12, 2006. [FaFi-BrannE156] "[Reception of the Distinguished Alumna Service Medal, Brooklyn College]." Speech delivered at Brooklyn College, New York, NY, May 31, 2007. [FaFi-BrannE109] "Acceptance Speech: Russell Kirk Paideia Prize." Speech delivered at Circe Institute, [Kannapolis, NC], July 18, 2014. [FaFi-BrannE537] "Commencement Speech: St. John's College, Annapolis, Maryland, May 18, 1997." Speech delivered at St. John's College, Annapolis, MD, May 18, 1997. [FaFi-BrannE047] "For Beate: September 29, 2004." Speech delivered September 29, 2004. [FaFi-BrannE100] "For Bud Billups[' Retirement]: September 7, 2006." Speech delivered at St. John's College, Annapolis, MD, September 7, 2006. [FaFi-BrannE265] "For Peter V. V. Hamill (2007)." Speech delivered March 17, 2007. [FaFi-BrannE106] "For Terry McGuire, Assistant to the Dean, on Her Retirement." Speech delivered at St. John's College, Annapolis, MD, June 11, 2015. [FaFi-BrannE518] "For the Presentation of the St. John's Alumni Association's Award of Merit to Martin Andrews: March 17, 2009." Speech delivered at St. John's College Alumni Association, Annapolis, MD, March 17, 2009. [FaFi-BrannE448] "In Memory of Chaninah Maschler." Speech delivered at St. John's College, Annapolis, MD, September 2014. [FaFi-BrannE539] "In Memory of Robert Goldwin." Speech delivered at [s.l.], April 24, 2010. [FaFi-BrannE471] "Memorial Service for J. Winfree Smith." Speech delivered at St. John's College, Annapolis, MD, April 20, 1991. [SJC Digital Archives: Speeches, Presentations, and Other Lectures Collection] 4 �"Reflection on Jean Davison, d. 2017, Aged 95." Speech delivered April 13, 2018. [FaFi-BrannE562] Addresses: Talks "About Ursula LeGuin's 'The Ones Who Walk Away from Omelas.'" Talk delivered at Park School of Baltimore, Baltimore, MD, March 1, 2000. [FaFi-BrannE005] "Achilleian Armor and Odysseian Time." Talk delivered at Mercer University, Macon, GA, October 21, 2010. [FaFi-BrannE405] "Are the Platonic Doctrines Unwritten Because They Couldn't or Because They Shouldn't Be Published." Talk delivered at Seattle University, Seattle, WA, May 9, 2009. [FaFi-BrannE449] "Are There Adults?" Talk delivered at the Alliance for Liberal Learning, Chicago, IL, November 7, 2015. [FaFi-BrannE507] "Beauty Bare (Complete Version)." Talk delivered at Philoctetes Center, New York, NY, November 14, 2009. [FaFi-BrannE451] "Can the Reading of Literature Make Us Better?" Talk delivered at Maryland Humanities Council, Baltimore, MD, December 7, 1991. [FaFi-BrannE037] "Character and Liberal Education." Talk delivered at Middlebury College, Middlebury, VT, [April] 1981. [FaFi-BrannE040] "Civic Education." Talk delivered at St. Catherine's College, [St. Paul, MN, or Springfield, KY], 1982. [FaFi-BrannE041] "Coeducation." Talk delivered at Middlebury College, Middlebury, VT, January 1983. [FaFi-BrannE042] "Commencement Talk: Chandler Preparatory Academy, May 27, 2011." Talk delivered at Chandler Preparatory Academy, Chandler, AZ, May 27, 2011. [FaFi-BrannE406] "Communities." Talk delivered at Kentucky State University and St. John's University, Middlebury, VT, March 14, 2000. [FaFi-BrannE048] "[Concerning the 'canon controversy']." Talk delivered at Harvard University, Cambridge, MA, October 16, 1992. [FaFi-BrannE006] "[Concerning the St. John's Program and the history and evolution of core curricula]." Talk delivered at Columbia University, New York, NY, March 24, 2007. [FaFi-BrannE347] 5 �"Dangers to Liberal Education." Talk delivered at Transylvania University, Lexington, KY, January 29, 2008. [FaFi-BrannE572] "Delight in Reading Homer." Talk delivered at Southeastern Louisiana University, Hammond, LA, September 15, 2004. [FaFi-BrannE065] "Depth Versus Complexity." Talk delivered at the University of Georgia, Athens, GA, September 16, 2016. [FaFi-BrannE513] "Difficult Desire." Talk delivered at Catholic University of America, Washington, DC, September 15, 2017. [FaFi-BrannE555] "Do the Great Books Change?" Talk delivered at the Great Books Fair, Chicago, IL, November 9, 2008. [FaFi-BrannE574] "Do You Know What an Odyssey Is?" Talk delivered at Whitman College, Walla Walla, WA, September 2, 1993. [FaFi-BrannE073] "Education in Plato's Republic." Talk delivered at Coppin-Hopkins Humanities Program, Baltimore, MD, February 1, 1989. [FaFi-BrannE078] "Eight Theses on Liberal Education." Talk delivered at Middlebury College, Middlebury, VT, Fall 1997. [FaFi-BrannE112] "Eve Separate." Talk delivered at St. John's College, Annapolis, MD, June 2005. [FaFi-BrannE087] "For a Contemplative and a Common Curriculum." Talk delivered at Carleton University, Ottawa, Canada, May 27, 1993. [FaFi-BrannE117] "For Laurence Berns." Talk delivered September 2011. [FaFi-BrannE411] "For the Canon of the Western Tradition." Talk delivered at the University of Notre Dame, Notre Dame, IN, 1992. [FaFi-BrannE115] "For the Graduate Students in Classics at Yale." Talk delivered at Yale University, New Haven, CT, October 12, 2006. [FaFi-BrannE116] "[For the Liberal Arts Colloquium at Westmont College]." Talk delivered at Westmont College, Santa Barbara, CA, January 20, 2001. [FaFi-BrannE334] "Homeric Morality?" Talk delivered at Rotary Club [of Annapolis], Annapolis, MD, January 25, 2007. [FaFi-BrannE138] 6 �"Human Excellence, Jewish Excellence." Talk delivered at the University of Pennsylvania, Philadelphia, PA, August 29, 2010. [FaFi-BrannE478] "Illiberal Education." Talk delivered at Hillsdale College, Hillsdale, MI, November 14, 2001. [FaFi-BrannE142] "Immediacy." Talk delivered at St. John's College, Santa Fe, NM, October 2014. [FaFi-BrannE480] "Is Liberal Education Necessarily Secular?" Talk delivered at Jewish Educational Alliance, Savannah, GA, November 8, 2009. [FaFi-BrannE456] "Liberal Arts in the Near and Far Future: Guesses and Hopes." Talk delivered at Catawba College, Salisbury, NC, February 1990. [FaFi-BrannE182] "Liberal Arts: The Future." Talk delivered at Westmont College, Santa Barbara, CA, 2001. [FaFi-BrannE181] "Liberal Education and Multiculturalism: Friends or Enemies?" Talk delivered at University of Pittsburgh, Pittsburgh, PA, November 11, 1992. [FaFi-BrannE183] "Liberal Education." Talk delivered at Zaytuna College, Berkeley, CA, September 29, 2017. [FaFi-BrannE547] "Literacy, Culture, and the Shaping of Democracy." Talk delivered at the University of Nebraska, Lincoln, NE, October 1987. [FaFi-BrannE185] "Memorial for Jeff Bishop." Talk delivered at [s.l.], October 27, 2007. [FaFi-BrannE559] "Moral Teaching and Free Inquiry." Talk delivered at the Unitarian Universalist Church of Annapolis, Annapolis, MD, Sunday, November 28, 1993. [FaFi-BrannE197] "Musings on Gender." Talk delivered at Seattle College, Seattle, WA, March 1996. [FaFi-BrannE206] "Natural Connections: The Breadth of the Liberal Arts." Talk delivered at John Carroll University, University Heights, OH, May 1992. [FaFi-BrannE207] "Odysseus: Patron Hero of the Liberal Arts." Talk delivered at Grand Valley State University, Grand Rapids, MI, June 12, 2014. [FaFi-BrannE538] "On Compromise." Talk delivered at Ashland University, Ashland, OH, October 27, 2017. [FaFi-BrannE556] 7 �"On the Use of Texts in Teaching Philosophy." Talk delivered at the American College Personnel Association, Pittsburgh, PA, March 28, 1998. [FaFi-BrannE222] "Panel of the Second Annual Conference of the Association for Core Texts and Courses." Talk delivered at the Association for Core Texts and Courses, [s.l.], April 28, 1996. [FaFi-BrannE295] "Panel Presentation for the First Annual Conference of the Association for Core Texts and Courses." Talk delivered at the Association for Core Texts and Courses, [Philadelphia, PA], April 29, 1995. [FaFi-BrannE231] "Plato's Opinion of the Fine Arts: A Major Offensive Against Artists." Talk delivered at Maryland Institute College of Art, Baltimore, MD, March 27, 2006. [FaFi-BrannE254] "Politics and the Imagination." Talk delivered at Wake Forest University, Winston-Salem, NC, April 1983. [FaFi-BrannE259] "Pregnant Speech." Talk delivered at the American Council of Trustees and Alumni, Washington, DC, October 28, 2016. [FaFi-BrannE561] "President's Council." Talk delivered at St. John's College, Annapolis, MD, May 2, 1992. [FaFi-BrannE294] "Principles of the St. John's Program." Talk delivered at Shalem Center, Jerusalem, Israel, January 5, 2010. [FaFi-BrannE460] "Roundtable on the Great Books." Talk delivered at the Southern Political Science Association, Memphis, TN, November 1989. [FaFi-BrannE282] "Sight Unseen: Philosophy in Greece." Talk delivered at Humanities West, San Francisco, CA, June 4, 1994. [FaFi-BrannE290] "Socrates: Antitragedian." Talk delivered at the University of Crete, Rethymno, Crete, June 12, 2012. [FaFi-BrannE428] "Some Notions About Reading Platonic Dialogues with Undergraduates." Talk delivered at Thomas Aquinas College, Santa Paula, CA, November 2002. [FaFi-BrannE317] "St. John's College at the Turn of Its Fourth Century." Talk delivered at St. John's College, Annapolis, MD, [August] 1994. [FaFi-BrannE314] "Studying the Imagination." Talk delivered at the University of Dallas, Irving, TX, January 27, 2018. [FaFi-BrannE573] "Take No Thought for the Morrow." Talk delivered at Saint Mary's College of California, Moraga, CA, Thursday, November 8, 1990. [FaFi-BrannE330] 8 �"Talk on Homeric Moments: Great Hall." Talk delivered at St. John's College, Annapolis, MD, Tuesday, November 19, 2002. [FaFi-BrannE333] "The Actual Intention of Plato's Dialogues on Justice and Statesmanship." Talk delivered at the Notre Dame Centre for Ethics and Culture, Notre Dame, IN, November 10, 2012. [FaFi-BrannE433] "The Age of Anxiety." Talk delivered at Middlebury College, Middlebury, VT, Spring 2005. [FaFi-BrannE008] "The Being of Fictions." Talk delivered at Harvard University, Cambridge, MA, November 1, 2000. [FaFi-BrannE021] "The Dispassionate Study of the Passions." Talk delivered at Catholic University of America, Washington, DC, March 30, 2012. [FaFi-BrannE437] "The Ethics of a Community of Learning." Talk delivered at Duke University, Durham, NC, March [5-7], 2004. [FaFi-BrannE084] "The Ethics of a Community of Learning." Talk delivered at Southern Oregon State College, Ashland, OR, October 1997. [FaFi-BrannE114] "The Founding and Higher Education." Talk delivered at St. Mary's College, Maraga, CA, June 19, 1997. [FaFi-BrannE122] "The Holy Woman of Pankot: Paul Scott's Towers of Silence, the Third of His Raj Novels." Talk delivered at the University of Tulsa, Tulsa, OK, March 2003. [FaFi-BrannE137] "The Metaphysics of Conversation." Talk delivered at Middlebury College, Middlebury, VT, Fall 2003. [FaFi-BrannE192] "The Music of Plato's Republic." Talk delivered at the Israel Academy of Sciences and Humanities, Jerusalem, Israel, [January 31], 2006. [FaFi-BrannE200; corrected version: FaFi-BrannE199] "The Place of Human Values in Education." Talk delivered at Millsaps College, Jackson, MS, September 13, 1985. [FaFi-BrannE252] "The Purpose of Liberal Education." Talk delivered at [a 'small independent liberal arts college'], Tbilisi, Georgia (country), June 11, 2011. [FaFi-BrannE421] "The Role of Higher Education in a Young Jewish Republic." Talk delivered at Shalem Center, Jerusalem, Israel, January 4, 2010. [FaFi-BrannE457] "The Roots of Modernity." Talk delivered at Whitworth College, Spokane, WA, February 20, 1979. [FaFi-BrannE280] 9 �"The Roots of the Enlightenment." Talk delivered at the Claremont Institute, Claremont, CA, January 1990. [FaFi-BrannE281] "The Shallows and the Depths: Public Opinion and Private Conviction: In Memory of Paul Lowdenslager." Talk delivered at Western State College of Colorado, Gunnison, CO, October 2001. [FaFi-BrannE288] "The Tyrant's Temperance: Plato's Charmides." Talk delivered at [s.l.], [2002/03]. [FaFi-BrannE356] "The Unfabricated and Immaterial Image." Talk delivered at the University of Pennsylvania, Philadelphia, PA, March 1992. [FaFi-BrannE357] "The University: Service to Society." Talk delivered at the Complutense University of Madrid, El Escorial, Spain, July 7, 1995. [FaFi-BrannE362] "Time in the Odyssey: (Short Version)." Talk delivered at St. John's College Alumni Association San Francisco, San Francisco, CA, August 1, 2010. [FaFi-BrannE479] "Tips for Reading Homer's Poetry." Talk delivered at [s.l.], March 2017. [FaFi-BrannE557] "Truth and Teaching." Talk delivered at [the University of Oklahoma], Norman, OK, October 1990. [FaFi-BrannE354] "Was Jefferson a Philosopher?" Talk delivered at the American Political Science Association, Chicago, IL, September [2-5], 1976. [FaFi-BrannE369] "What is the Common Good of Liberal Education?" Talk delivered at Bowdoin College, Brunswick, ME, April 18, 2008. [FaFi-BrannE571] "What is the Good of a Liberal Arts Education?" Talk delivered at Kentucky State University, Frankfort, KY, and St. John's University, Collegeville, MN, January 1984. [FaFi-BrannE387] "What Should Liberal Education Be in the Twenty-First Century?" Talk delivered at HampdenSydney College, Hampden Sydney, VA, October 30, 2001. [FaFi-BrannE389] "What Socrates' Death Means to Us." Talk delivered at St. John's College, Annapolis, MD, February 18, 2007. [FaFi-BrannE388] "Whose Sense? Whose Sensibility?: Jane Austen's Subtlest Novel." Talk delivered at Jane Austen Society of North America, Washington, DC, October 1990. [FaFi-BrannE393] "'Why Justice?': The Answer in Plato's Republic.” Talk delivered at Goucher College, Baltimore, MD, September 2002. [FaFi-BrannE399] 10 �"Why Read?" Talk delivered at Biola University, La Mirada, CA, March 3, 2016. [FaFi-BrannE568] "Why Study Philosophy, at Any Age?" Talk delivered at Heritage High School, Richmond, VA, October 9, 1995. [FaFi-BrannE396] "Will, Willing, Willfulness, Willpower." Talk delivered at Benedictine College, Atchison, KS, March 22, 2013. [FaFi-BrannE435] "Year Fifty at St. John's." Talk delivered at St. John's College, Annapolis, MD, September 29, 2007. [FaFi-BrannE581] Addresses: Toasts "Dean's Toast 'To the Republics.'" Toast delivered at St. John's College, Annapolis, MD, May 14, 1993. [FaFi-BrannE063] "Dean's Toast to the Republic." Toast delivered at St. John's College, Annapolis, MD, May 13, 1994. [FaFi-BrannE063] "Dean's Toast to the Republic." Toast delivered at St. John's College, Annapolis, MD, May 17, 1996. [FaFi-BrannE063] "Dean's Toast to the Republic." Toast delivered at St. John's College, Annapolis, MD, May 16, 1997. [FaFi-BrannE063] "Eighty-Fifth Birthday at Chris Nelson's: 1/28/14." Toast delivered at [s.l.], January 28, 2014. [FaFi-BrannE402] "The Toast to the Republic." Toast delivered at St. John's College, Annapolis, MD, May 15, 1992. [FaFi-BrannE063] "Toast for Chris Denny." Toast delivered at St. John's College, Annapolis, MD, May 14, 1993. [FaFi-BrannE063] "Toast for Chris Nelson." Toast delivered at St. John's College, Annapolis, MD, September 24, 2016. [FaFi-BrannE495] "Toast to the Republic." Toast delivered at St. John's College, Annapolis, MD, May 17, 1991. [FaFi-BrannE063] "Tutor's Toast to the Seniors." Toast delivered at St. John's College, Annapolis, MD, Friday, May 13, 2005. [FaFi-BrannE348] 11 �Articles "A Call to Thought." The St. John's Review 45, no. 1 (1999): 109-118. [FaFi-BrannE036; SJC Digital Archives: The St. John’s Review Collection] "A Day in the Life of a Dean." The Gadfly 18, no. 18 (March 25, 1997): 2-3. [FaFi-BrannE057; SJC Digital Archives: The Gadfly Collection] "A Figured Geometric Fragment from the Athenian Agora." Antike Kunst [Ancient Art] 2, no. 2 (1959): 35-37, plates 17-19. [FaFi-BrannE099; JSTOR] "A Manifesto for Liberal Education." The Imaginative Conservative, February 18, 2022. https://theimaginativeconservative.org/2022/02/manifesto-liberal-education-eva-brann.html. [FaFi-BrannE578] "A Moment's Musing on the Time of Our Lives." Hellas 3, no. 2 (Fall 1992): "Platonism, Classicism, and the Modernists": pgs. 39-44. [FaFi-BrannE196] "A Note on Apollonius' Parameter (Corrected Version)." The Collegian, Supplement, November 1962: a-i. [FaFi-BrannE210; SJC Digital Archives: The Collegian Collection] "A Note on Descartes' Geometry." The Collegian, September 1963: 61-63. [FaFi-BrannE208] "A Note on the Structure of Sophocles' Electra." Classical Philology 52, no. 2 (April 1957): 103-4. [FaFi-BrannE211; JSTOR] "A Note on the Viviani Scholium: (On the Inclined Plane)." The Collegian, March 1963: 1-33. [FaFi-BrannE212; SJC Digital Archives: The Collegian Collection] "A Pithos Burial from Aigaleos." American Journal of Archaeology 64, no. 1 (January 1960): 71. [FaFi-BrannE251; Chicago Journals] "A Reading of the Gettysburg Address." [See Lectures] "A Reflection on Service." The College (2001-17) 41, no. 1 (Spring 2016): 16-19. [FaFi-BrannE510; SJC Digital Archives: The College (2001-17) Collection] "A Slanting Light on Pride and Prejudice: For Larry Berns from Eva Brann." The St. John's Review 51, no. 1 (2009): 91-100. [FaFi-BrannE458; SJC Digital Archives: The St. John’s Review Collection] "A Way to Philosophy." Metaphilosophy 6, nos. 3-4 (July-October 1975): 357-371. [FaFi-BrannE371] 12 �"A Way to Philosophy." Thinking: The Journal of Philosophy for Children 5, no. 2 (1984): 6-12. [FaFi-BrannE373; Montclair State University Digital Commons] "A Well of the 'Corinthian' Period Found in Corinth." Hesperia 25, no. 4 (October-December 1956): 350-374, plates 52-60. [FaFi-BrannE376] "Against Time." [See Lectures] "An Anatomy of Planetary Orbits." The Collegian, April 1964: 1-28. [FaFi-BrannE010; SJC Digital Archives: The Collegian Collection] "An Early Protoattic Amphora." American Journal of Archaeology 64, no. 1 (January 1960): 71-72, plate 5. [FaFi-BrannE251; Chicago Journals] "An Early Protoattic Hydria." American Journal of Archaeology 63, no. 2 (April 1959): 1-2, plate 45. [FaFi-BrannE076; Chicago Journals] "'An Exquisite Platform': Utopia." Interpretation: A Journal of Political Philosophy 3, no. 1 (Fall 1972): 1-26. [FaFi-BrannE091] "And Now for Something Different...: The Academic Program of St. John's College in Annapolis and Santa Fe." Conference & Common Room 33, no. 3 (April 1996): 25. [FaFi-BrannE011] "Anne's Second Chance." The College (2001-17) 32, no. 3 (Fall 2006): 22. [FaFi-BrannE015; SJC Digital Archives: The College (2001-17) Collection] "Are the Platonic Doctrines Unwritten Because They Couldn't or Because They Shouldn't Be Published." Comparative and Continental Philosophy 1, no. 2 (Fall 2009): 171-179. [FaFi-BrannE473] "Beauty Bare (Shortened Version)." Dialog: The Newsletter of The Philoctetes Center for the Multidisciplinary Study of Imagination 4, no. 2 (December 9): "Special Mathematics Issue": 1-2. [FaFi-BrannE450; Philoctetes] "Benign Interruptions in Students' Progress Toward Graduation and Postgraduate Education." Going Places: The Placement Office Newsletter, St. John's College, Santa Fe, May 1995: 1-3. [FaFi-BrannE023] "Can the Reading of Literature Make Us Better?" Maryland Humanities, Fall 1992: 4-5. [FaFi-BrannE037] "Chris Nelson's 20th Year as Our President." The College (2001-17) 36, no. 1 (Fall 2011): 5. [FaFi-BrannE420; SJC Digital Archives: The College (2001-17) Collection] 13 �"Coeducation." The Key Reporter 49, no. 2 (Winter 1983-1984): 2-4. [FaFi-BrannE043; The Key Reporter] "Commencement Address: Graduate Institute in Liberal Education: August 15, 1975." The College (1969-80) 27, no. 4 (January 1976): 19-22. [FaFi-BrannE045; SJC Digital Archives: The College (1969-80) Collection] "Concerning the Declaration of Independence." [See Lectures] "Courage Nailed Down: Plato's Laches." KRONOS 8 (2019): 57-71. [FaFi-BrannE545; Kronos] "Current Questions About the St. John's College Book List." Letters from Santa Fe, Summer 1992: 811. [FaFi-BrannE055; SJC Digital Archives: Letters from Santa Fe Collection] "Dean Brann Reaffirms Our 'Radical Venture': Statement of Educational Policy." The St. John's Reporter 18, no. 2 (December 1991): 14-15. [FaFi-BrannE058; SJC Digital Archives: The St. John's Reporter Collection] "Dean Brann Reveals the SJC 'Roller Coaster': Report from an Honorary Alumna." The St. John's Reporter 17, no. 2 (December 1990): 13. [FaFi-BrannE059; SJC Digital Archives: The St. John's Reporter Collection] "Dean's Office: Open for Business." The Gadfly 17, no. 1 (September 12, 1995): 11. [FaFi-BrannE061; SJC Digital Archives: The Gadfly Collection] "Democratic Distinction." The Key Reporter 58, no. 4 (Summer 1993): 2-4. [FaFi-BrannE066; The Key Reporter] "Depth and Desire." [See Lectures] "Does It Matter by Whom or When a Book Was Written?" The Collegian 5, no. 1(?) (October 15, 1993): 2-7. [FaFi-BrannE074; SJC Digital Archives: The Collegian Collection] "Eliot and Moral Values." The World and I, August 1993: 402. [FaFi-BrannE113] "Equal To?" Renovatio 5, no. 1 (Fall 2021): 15-24. [FaFi-BrannE564] "Eve Separate." The St. John's Review 49, no. 1 (2006): 71-110. [FaFi-BrannE088; SJC Digital Archives: The St. John’s Review Collection] 14 �"Excellence and the Pursuit of Ideas." Thinking: The Journal of Philosophy for Children 5, no. 3 (1984): 2-7. [FaFi-BrannE090; Montclair State University Digital Commons] "[Excerpt from Intercampus Basketball pre-game speech]." The MOONfly, March 28, 1995: 4. [FaFi-BrannE002] "Extraterrestrial Reflection." Space World, September 1985: 9-12. [FaFi-BrannE093] "Finding the Words: Living an Articulated Life." The Gadfly 34, no. 6 (September 28, 2012): 8. [FaFi-BrannE432; SJC Digital Archives: The Gadfly Collection] "For a Contemplative and a Common Curriculum." Shimer Round Table, no. 1 (Autumn 1997): 4047. [FaFi-BrannE118] "For Beate: September 29, 2004." The St. John's Review 48, no. 2 (2005): 20-26. [FaFi-BrannE101; SJC Digital Archives: The St. John’s Review Collection] "[For Bert Thoms]." The College (1969-80) 31, no. 1 (July 1979): 30-32. [FaFi-BrannE102; SJC Digital Archives: The College (1969-80) Collection] "Gone West." Energeia, Spring 1999: 78-83. [FaFi-BrannE126; SJC Digital Archives: Energeia Collection] "Hephaestus' World: The Shield." The American Poetry Review 31, no. 6 (November/December 2002): 40-42. [FaFi-BrannE133] "Honors and Liberal Education." The UHP Report 3, no. 8 (April 1985): 1-3. [FaFi-BrannE139] "How We Split the World Apart: The Separation of Faith and Philosophy." Renovatio 3, no. 1 (Spring 2019): 97-104. [FaFi-BrannE549] "Hundrede Hovedværker: En Amerikansk Læreplan [One Hundred Masterpieces: One American Curriculum]." Uddannelse [Education] 26, no. 4 (April 1993): 178-183. [FaFi-BrannE141] "In Memory of Constance Darkey." The College (2001-17) 28, no. 1 (Fall 2001): 45. [FaFi-BrannE150; SJC Digital Archives: The College (2001-17) Collection] "[Inaugural] Reflections on Imaginative Conservatism." The Imaginative Conservative, October 4, 2013. https://theimaginativeconservative.org/2022/07/reflections-on-imaginativeconservatism-timeless.html. [FaFi-BrannE486] "Inner and Outer Freedom." The College (1969-80) 31, no. 1 (July 1979): 43-47. [FaFi-BrannE151; SJC Digital Archives: The College (1969-80) Collection] 15 �"Intellect and Intuition." The St. John's Review 35, no. 1 (Winter 1984): 52-58. [FaFi-BrannE152; SJC Digital Archives: The St. John’s Review Collection] "[Interview with Nathan Huey]." ἱστορία [historia] 1, no. 3 (April 2016): 10-15. [FaFi-BrannE509] "Introductory Note on Distance vs. Time in Galileo." The Collegian, February 1963: 1-2. [FaFi-BrannE052; SJC Digital Archives: The Collegian Collection] "Kant's Imperative." The College (1969-80) 31, no. 2 (January 1980): 40-45. [FaFi-BrannE162; SJC Digital Archives: The College (1969-80) Collection] "Kant's Philosophical Use of Mathematics: Negative Magnitudes." The St. John's Review 48, no. 2 (2005): 49-72. [FaFi-BrannE165; SJC Digital Archives: The St. John’s Review Collection] "L'imagination dans la Cité [Imagination in the City]." Lettre Internationale, no. 20 (Spring 1989): 46. [FaFi-BrannE184] "Late Geometric Grave Groups from the Athenian Agora." Hesperia 29, no. 4 (October-December 1960): 402-416, plates 88-92. [FaFi-BrannE168; JSTOR] "Late Geometric Well Groups from the Athenian Agora." Hesperia 30, no. 2 (April-June 1961): 93146, plates 13-23. [FaFi-BrannE169; JSTOR] "[Letter for time capsule]." The St. John's Reporter 23, no. 3 (Spring 1997): 20. [FaFi-BrannE310; SJC Digital Archives: The St. John’s Reporter Collection] "Letter to a Young Essayist." The Collegian, Autumn 2002: 17-23. [FaFi-BrannE472] "Letter to the Editor." The Collegian, June 1, 1970: [2]. [FaFi-BrannE178] "Letter to the Editor." The Collegian, December 13, 1971: 2-5. [FaFi-BrannE179] "Liberal Education and Multiculturalism: Friends or Enemies?" Vital Speeches of the Day 59, no. 7 (January 15, 1993): 221-224. [FaFi-BrannE183] "Liberal Education at St. John's College." Renovatio 1, no. 2 (Fall 2017): 95-100. [FaFi-BrannE548] "Lincoln for a Refugee." Humanitas 11, no. 2 (June 2010): 108-111. [FaFi-BrannE413] 16 �"Literacy, Culture, and the Shaping of Democracy." The Nebraska English Journal 33, no. 3 (Spring 1988): 2-7. [FaFi-BrannE185] "Love and Reason: Response to McWilliams." Social Research 54, no. 3 (Autumn 1987): 491-497. [FaFi-BrannE186] "Madison’s 'Memorial and Remonstrance': A Jewel of Republican Rhetoric." The Imaginative Conservative, June 22, 2021. https://theimaginativeconservative.org/2021/06/madisonmemorial-and-remonstrance-republican-rhetoric-90-eva-brann.html. [FaFi-BrannE577] "Mental Imagery: (The College and Contemporary Cognitive Science)." [See Lectures] "Mere Reading." Philosophy and Literature 20, no. 2 (October 1996): 383-397. [FaFi-BrannE191] "Momentary Morality and Extended Ethics." [See Lectures] "Ms. Brann on κυναι [kunai]." The Gadfly 33, no. 12 (December 6, 2011): 2. [FaFi-BrannE438; SJC Digital Archives: The Gadfly Collection] "Myths Versus Novels." Renovatio 4, no. 1 (Spring 2020): 55-73. [FaFi-BrannE543] "Note on the Analytical Calculus Avoided in Newton's Principia." The Collegian, February-March 1964: 33-40. [FaFi-BrannE209] "Note on the Encyclopedia Britannica Text of Copernicus." The Collegian, February-March 1964: 4143. [FaFi-BrannE209] "On the Language Tutorial: Excerpts from the Dean's Statement of Educational Policy, 1995-96." The St. John's Reporter 22, no. 2 (Winter 1996): 21, 23. [SJC Digital Archives: The St. John's Reporter Collection] "On the Timelessness of the Tradition." The Imaginative Conservative, October 16, 2016. https://theimaginativeconservative.org/2022/09/timelessness-tradition-eva-brann-video.html. [FaFi-BrannE576] "Our Mortal Coil." [See Lectures] "Paradoxes of Eternal Verities." Kronoscope 4, no. 1 (January 2004): 127-129. [FaFi-BrannE236] 17 �"Paul A. Lowdenslager." The St. John's Reporter 22, no. 2 (Winter 1996): 23. [FaFi-BrannE213; SJC Digital Archives: The St. John's Reporter Collection] "Peter von Blanckenhagen: 1910-1990." The St. John's Reporter 17, no. 1 (September 1990): 15. [FaFi-BrannE246; SJC Digital Archives: The St. John's Reporter Collection] "Pictures in Poetry: Keats' 'Ode on a Grecian Urn.'" San José Studies 14, no. 3 (Fall 1988): 6-13. [FaFi-BrannE249; Scholar Works] "Plato's Theory of Ideas." [See Lectures] "Postmodern Don Quijote." Energeia, Spring 2014: 47-57. [FaFi-BrannE500; SJC Digital Archives: Energeia Collection] "Protoattic Well Groups from the Athenian Agora." Hesperia 30, no. 4 (October-December 1961): 305-379, plates 65-90. [FaFi-BrannE298; JSTOR] "Res Tene, Verba Sequentur: A Reflection on Three Questions Concerning the Re-Telling of Sacred Stories and of Myths (An Academically Disreputable Inquiry)." The St. John's Review 57, no. 2 (Spring 2016): 1-11. [FaFi-BrannE491; SJC Digital Archives: The St. John's Review Collection] "[Response to Kenneth Colston on Thoreau]." New Oxford Review 83, no. 5 (June 2016): 7-8. [FaFi-BrannE502; New Oxford Review] "Seventh Century Sherds from the Olympieion Area." Hesperia 28, no. 3 (July-September 1959): 251252, plate 4. [FaFi-BrannE287; JSTOR] "Socrates: Antitragedian." Philosophy and Literature 38, no. 1 (April 2014): 30-40. [FaFi-BrannE499] "St. John's College and the Beginning of the Three-Hundredth Year: Keynote Address at the Campaign Conclusion Celebration." The St. John's Reporter 22, no. 4 (Summer 1996): 13, 21. [FaFi-BrannE313; SJC Digital Archives: The St. John's Reporter Collection] "St. John's Educational Policy for a 'Living Community.'" Change: The Magazine of Higher Learning 24, no. 5 (September/October 1992): 36-43. [FaFi-BrannE321] "Statement to the BV & G [Board of Visitors and Governors]." The Gadfly 14, no. 20 (April 20, 1993): 7. [FaFi-BrannE193; SJC Digital Archives: The Gadfly Collection] "Straight Talk About the Small Independent Liberal Arts Colleges." Liberal Education 81, no. 4 (Fall 1995): "Boundaries and Borderlands": 58-61. [FaFi-BrannE324] 18 �"Take No Thought for the Morrow." Educational Perspectives 8, no. 2 (Spring 1991): 1-5. Educational Perspectives 15, no. 1 (Fall 2010): 7-12. [FaFi-BrannE332] [FaFi-BrannE412] "Teachers and Students: Intimate Distance." Energeia, Spring 2015: 34-46. [FaFi-BrannE498; SJC Digital Archives: Energeia Collection] "Teaching at St. John's College: Statement of Educational Policy, 1993-1994." The St. John's Reporter 20, no. 2 (December 1993): 16-17. [FaFi-BrannE336] "Telling Lies." [See Lectures] "The American College as the Place for Liberal Learning." Dædalus, Winter 1999: "Distinctively American: The Residential Liberal Arts Colleges": 151-171. [FaFi-BrannE009; JSTOR] "The Being of Fictions." Energeia, Spring 2002: 7-22. [FaFi-BrannE022; SJC Digital Archives: Energeia Collection] Perspectives on Political Science 43, no. 3 (June 18, 2014): 116-121. https://doi.org/10.1080/10457097.2014.917241. [FaFi-BrannE523] "The Canon Defended." Philosophy and Literature 17, no. 2 (October 1993): 193-218. [FaFi-BrannE039] "The Conditions of Exchange." International Educational and Cultural Exchange 12, no. 4 (Spring 1977): 3-9. [FaFi-BrannE050; Internet Archive] "The Elements of Science." Palaestra, Supplement, April 1968: 1-10. [FaFi-BrannE080; SJC Digital Archives: The Collegian Collection] "The Empires of the Sun and The West." [See Lectures] "The Gnomon: A Note on the 'Knower.'" The Collegian, May-June 1964: 11-38. [FaFi-BrannE519; SJC Digital Archives: The Collegian Collection] "The Golden Ages of St. John's College." The St. John's Review 35, no. 3 (Summer 1984): 59-61. [FaFi-BrannE579; SJC Digital Archives: The St. John's Review Collection] "The Great Gatsby in the Graduate Institute." The Gadfly 23, no. 18 (January 29, 2002): 6-8, 12. [FaFi-BrannE131; SJC Digital Archives: The Gadfly Collection] "The Great Tradition." Academic Questions 25, no. 1 (Spring 2012). https://www.nas.org/academicquestions/25/1/the_great_tradition. [FaFi-BrannE429] 19 �"The Imagery Debate in the Beginning of the Third Millennium." Journal of Mental Imagery 27, no. 3&4 (Fall/Winter 2003): 153-155. [FaFi-BrannE145] "The Letters Between Jefferson and Madison." Christian Science Monitor, Wednesday, June 28, 1995: 14. [FaFi-BrannE180; Christian Science Monitor] "'The Math Book': Remembering Klein's Seminal Work." The College (2001-17) 35, no. 3 (Fall 2010): 32-33. [FaFi-BrannE414; SJC Digital Archives: The College (2001-2017) Collection] "The Most Charmless Subject." The UHP Report 4, no. 3 (November 1985): 1-4. [FaFi-BrannE198] "The Music of the Republic." The Collegian, Supplement, March 1966: 1-63. [FaFi-BrannE201; SJC Digital Archives: The Collegian Collection] "The Music of the Republic." The St. John's Review 39, no. 1&2 (1989-90): "Four Essays on Plato's Republic: A Double Issue of The St. John's Review": 1-104. [JC71.P6 F65 1990; FaFi-BrannE205; SJC Digital Archives: The St. John’s Review Collection] ΑΓΩΝ [AGŌN] 1, no. 1 (April 1967): 1-117. [FaFi-BrannE204] "The Offense of Socrates: A Re-Reading of Plato's Apology." [See Lectures] "The Paradoxes of a Republican Education." Whitman 1, no. 1 (November 1978): 7-8. [FaFi-BrannE541] "The Perfections of Jane Austen." [See Lectures] "The Permanent Part of the College." The St. John's Review 33, no. 1 (Fall 1981): 81-84. [FaFi-BrannE244; SJC Digital Archives: The St. John’s Review Collection] "The Permanent Part of the College [Selections]." The St. John's Alumni Association News 1, no. 3 (Summer 1987): 3-4. [FaFi-BrannE245] "The Poet of the Odyssey." [See Lectures] "The Program of St. John's College in Annapolis, MD, and Santa Fe, New Mexico." The St. John's Review 35, no. 3 (Summer 1984): 48-55. [FaFi-BrannE297; SJC Digital Archives: The St. John’s Review Collection] "The Roots of Modernity." The St. John's Review 35, no. 2 (Spring 1984): 66-69. [FaFi-BrannE280; SJC Digital Archives: The St. John’s Review Collection] 20 �"The Scholastic Aptitude Test at St. John's College." The Gadfly 23, no. 9 (October 16, 2001): 8-10. [FaFi-BrannE283; SJC Digital Archives: The Gadfly Collection] "The Soundminded Schizophrenic: Living in the Just-Nowness: A Moment's Reflection on Modernity." The Gadfly 34, no. 21 (April 30, 2013): 3. [FaFi-BrannE442; SJC Digital Archives: The Gadfly Collection] "The Student's Problem." Liberal Education 54, no. 3 (October 1968): 369-385. [FaFi-BrannE325] The Collegian, Supplement, October 1967: 1-25. [BRA (Lectures); SJC Digital Archives: The Collegian Collection] "The Tin Star at High Noon." Energeia, Spring 1995: 32-35. [FaFi-BrannE344; SJC Digital Archives: Energeia Collection] "The Tyrant's Temperance: Plato's Charmides." Energeia, Spring 2003: 77-98. [FaFi-BrannE202; SJC Digital Archives: Energeia Collection] "The Unexpurgated Robinson Crusoe." [See Lectures] "The Venetian Phaedrus." Oratio 1, no. 1 (October 1971): 1-26. [FaFi-BrannE364; SJC Digital Archives: Oratio Collection] The College (1969-80) 24, no. 2 (July 1972): 1-9. [BRA (Lectures); SJC Digital Archives: The College (1969-80) Collection] "Through Phantasia to Philosophy." Thinking: The Journal of Philosophy for Children 6, no. 1 (1985): 1-8. [FaFi-BrannE341; Montclair State University Digital Commons] "Through Phantasia to Philosophy: Review with Reminiscences." The St. John's Review 37, no. 2&3 (Spring 1986): 57-64. [FaFi-BrannE342; SJC Digital Archives: The St. John’s Review Collection] "Tips on Writing: (Excerpts from the Fall 2017 Colloquy Symposium)." Colloquy 2 (Fall 2017): 16-17. [FaFi-BrannE550; SJC Digital Archives: Colloquy Collection] "Truth and Teaching." Energeia, Spring 1992: 1-3. [FaFi-BrannE354; SJC Digital Archives: Energeia Collection] "Universal, Not 'Catholic,' Art." New Oxford Review 82, no. 2 (March 2015): 12-13. [FaFi-BrannE532; New Oxford Review] "Utopia—: The Imagined Polity." This World, no. 9 (Fall 1984): 78-83. [FaFi-BrannE363] 21 �"Virtual Space—Real Time." The St. John's Reporter 23, no. 2 (Winter 1997): 10. [FaFi-BrannE366; SJC Digital Archives: The St. John’s Reporter Collection] "What is a Body in Kant's System?" [See Lectures] "What is a Book?" [See Lectures] "What is Philosophy?" [See Lectures] "What is Postmodernism?" The Harvard Review of Philosophy 2, no. 1, Spring 1992: 4-7. [FaFi-BrannE377; Philosophy Documentation Center] "What is the Common Good of Liberal Education?" Energeia, Winter 2009: 83-96. [FaFi-BrannE570; SJC Digital Archives: Energeia Collection] "What, Then, Is Time?" [See Lectures] "When Does Amorality Become Immorality?" Philosophy and Literature 22, no. 1 (April 1998): 166170. [FaFi-BrannE392] "WHERE, Then, Is Time?" [See Lectures] "Whose Sense? Whose Sensibility?: Jane Austen's Subtlest Novel." Persuasions: The Jane Austen Journal, no. 12 (1990): 131-133. [FaFi-BrannE394; Jane Austen Society of North America] "Why Read?" Energeia, Spring 2016: 3-8. [FaFi-BrannE530; SJC Digital Archives: Energeia Collection] "[Women's Soccer Kick-Off]." The Gadfly 14, no. 1 (September 9, 1992): 6. [FaFi-BrannE001; SJC Digital Archives: The Gadfly Collection] "[Women's Soccer Kick-Off]." The Gadfly 15, no. 3 (October 26, 1993): 6. [FaFi-BrannE194; SJC Digital Archives: The Gadfly Collection] "[Women's Soccer Kick-Off]." The Gadfly 16, no. 1 (September 13, 1994): 5. [FaFi-BrannE401; SJC Digital Archives: The Gadfly Collection] "[Women's Soccer Kick-Off]." The Gadfly 17, no. 2 (September 19, 1995): 7, 9. [FaFi-BrannE401; SJC Digital Archives: The Gadfly Collection] 22 �"[Women's Soccer Kick-Off]." The Gadfly 18, no. 1 (September 10, 1996): 5. [FaFi-BrannE167; SJC Digital Archives: The Gadfly Collection] "World Without Time." [See Lectures] "πρωτοαττικα αγγεια της αρχαιας αγορας ευρεθησαν τεμαχισμενα μεσα εισ αποξηραμενα πηγαδια [Protoattic Pots from the Athenian Marketplace: Fragments Found in Dried Wells]." To Vima [The Tribune], Sunday, June 21, 1959. [FaFi-BrannE299] Articles: Drafts "A Moment's Musing on the Time of Our Lives." Draft, June 23, 1992, typescript. [FaFi-BrannE196] "[Concerning the criteria for professors' tenure]." Draft, May 13, 1992, typescript. [FaFi-BrannE019] "Letter to a Young Essayist." Draft, Fall 2002, typescript. [FaFi-BrannE173] "Letter to the Editor [of The Gadfly]." Draft, October 23, 1995, typescript. [FaFi-BrannE177] "Lincoln for a Refugee." Draft, April 15, 2009, manuscript. [FaFi-BrannE476] "Mere Reading." Draft, March 1996, typescript. [FaFi-BrannE191] "One American Curriculum: St. John's College." Draft, Winter 1992, typescript. [FaFi-BrannE225] "Paradoxes of Eternal Verities." Draft, December 2002, typescript. [FaFi-BrannE235] "Post-modern-ism." Draft, 1992, typescript. [FaFi-BrannE260] "Question: Are Human Beings Ultimately Affective?" Draft, [before May 17], 2007, typescript. [FaFi-BrannE266] "Straight Talk About the Small Independent Liberal Arts Colleges." Draft, March 1995, typescript. [FaFi-BrannE324] 23 �"The Imagery Debate at the Turn of the Bimillennium." Draft, September 1996, typescript. [FaFi-BrannE143] "The Imagery Debate in the Beginning of the Third Millennium." Draft, [2003], typescript, and galley proof, 2003. [FaFi-BrannE144] "The Program of St. John's College in Annapolis and Santa Fe." Draft, June 3, 1996, typescript. [FaFi-BrannE011] "To the Editor [of the New Oxford Review]." Draft, December 12, 2014, manuscript. [FaFi-BrannE525] Book Contributions "A Portrait of a Lady." Introduction to His Monkey Wife: Or, Married to a Chimp, by John Collier, vii-xviii. Philadelphia, PA: Paul Dry Books, 2000. [FaFi-BrannE262] "For Aryeh Motzkin." Preface to Philosophy and the Jewish Tradition: Lectures and Essays, by Aryeh Leo Motzkin. Draft, 2009. [FaFi-BrannE444] Foreword to Abraham Lincoln: A Constitutional Biography (Paperback Edition), by George Anastaplo. Draft, 2001. [FaFi-BrannE120] Foreword to Space & Place: Mapmaking East and West: Four Hundred Years of Western and Chinese Cartography from the Library of Congress, Geography and Map Division, and the Collection of Leonard & Juliet Rothman, by Cordell D. K. Yee. Annapolis, MD: St. John's College, 1996. [FaFi-BrannE121] Foreword to The Art of Persuasion: Aristotle's Rhetoric for Everybody, by Scott F. Crider, 5-10. Berkeley, CA: Zaytuna College in conjunction with Sandala, 2019. [P301.5.P47 C75 2019; draft: FaFi-BrannE551] "Glimpses of Leo Strauss, Jacob Klein, and St. John's College (2009)." Chapter in The Christian Heritage: Problems and Prospects, by George Anastaplo, 361-370. Lanham, MD: Lexington Books, 2010. [FaFi-BrannE415] "Introduction: The St. John's Program." Introduction to chapter in The Liberal Arts Tradition: A Documentary History, by Bruce A. Kimball. Draft, 2000. [FaFi-BrannE153] Introduction to chapter in The Liberal Arts Tradition: A Documentary History, by Bruce A. Kimball, 455-456. Lanham, MD: University Press of America, 2010. [LA205.K5 2010 (Oversize); FaFi-BrannE474] Introduction to The Republic, by Plato, translated by Raymond Larson, xxiii-xlvi. Arlington Heights, IL: AHM Publishing, 1979. [ JC71.P35 1979; FaFi-BrannE154] 24 �Preface to Philosophy and the Jewish Tradition: Lectures and Essays, by Aryeh Leo Motzkin, edited by Yehuda Halper, ix-x. Boston, MA: Brill Academic Publishers, 2012. [FaFi-BrannE443] Preface to The Origin of the Logic of Symbolic Mathematics: Edmund Husserl and Jacob Klein, by Burt C. Hopkins, xxiii-xxviii. Bloomington and Indianapolis, IN: Indiana University Press, 2008. [FaFi-BrannE425] "St. John's Next Century." Epilogue to "A Complete and Generous Education": 300 Years of Liberal Arts: St. John's College, Annapolis, by Emily A. Murphy, 185-186. Annapolis, MD: St. John's College Press, 1996. [LD4811.S22 M8 (Reference); FaFi-BrannE322] Books Doublethink/Doubletalk: Naturalizing Second Thoughts and Twofold Speech. Philadelphia, PA: Paul Dry Books, 2016. [B105.T54 B73 2016] Essays in Honor of Jacob Klein [co-editor; Samuel S. Kutler, editorial board chair]. Annapolis, MD: St. John's College Press, 1976. [B29.E82 (Oversize)] Feeling Our Feelings: What Philosophers Think and People Know. Philadelphia, PA: Paul Dry Books, 2008. [B105.E46 B73 2008] Feigning: On the Originals of Fictive Images. Philadelphia, PA: Paul Dry Books, 2021. [BH301.I53 B73 2021] Homage to Americans: Mile-High Meditations, Close Readings, and Time-Spanning Speculations. Philadelphia, PA: Paul Dry Books, 2010. [E183.B8] Homeric Moments: Clues to Delight in Reading the Odyssey and the Iliad. Philadelphia, PA: Paul Dry Books, 2002. [PB2037.B64 2002] How to Constitute a World: Outside In, Inside Out. Philadelphia, PA: Paul Dry Books, 2017. [B29.B72 H68 2017] Iron Filings or Scribblings: Thinking Things Out. Philadelphia, PA: Paul Dry Books, 2019. [BD431.B736 2019] Is Equality an Absolute Good? Philadelphia, PA: Paul Dry Books, 2022. [JC575.B72 I74 2022] Liberated Characters: The Letters of Melissa Zink and Eva Brann. Taos, NM: Parks Gallery, 2011. [N6537.Z56 A3 2011 (Rare Books)] Open Secrets/Inward Prospects: Reflections on World and Soul. Philadelphia, PA: Paul Dry Books, 2004. [BD431.B746 2004] 25 �Paradoxes of Education in a Republic. Chicago, IL: University of Chicago Press, 1979. [LA209.2.B73] Pursuits of Happiness: On Being Interested. Philadelphia, PA: Paul Dry Books, 2020. [LB1060.B73 2020] The Athenian Agora: Results of Excavations Conducted by the American School of Classical Studies at Athens: Late Geometric and Protoattic Pottery, Mid 8th to Late 7th Century B.C. Princeton, NJ: American School of Classical Studies at Athens, 1962. [NK4647.B73 v. 8 (Oversize)] The Logos of Heraclitus: The First Philosopher of the West on Its Most Interesting Term. Philadelphia, PA: Paul Dry Books, 2011. [B224.L6 B73] The Music of the Republic: Essays on Socrates' Conversations and Plato's Writings. Philadelphia, PA: Paul Dry Books, 2004. [B395.B749 2004] The Past-Present: Selected Writing of Eva Brann. Annapolis, MD: St. John's College Press, 1997. [B29.B7 1997] The Study of Time: Philosophical Truths and Human Consequences. Eugene, OR: University of Oregon Books and the University of Oregon Humanities Center, 1999. [BD638.B727 1999] The Ways of Naysaying: No, Not, Nothing, and Nonbeing. Lanham, MD: Rowman & Littlefield Publishers, 2001. [BC199.N4 B73 2001] The World of the Imagination: Sum and Substance. Savage, MD: Rowman & Littlefield Publishers, 1991. [B105.I49 B72 1991] The World of the Imagination: Sum and Substance: 25th Anniversary Edition. Lanham, MD: Rowman & Littlefield Publishers, 2017. [B105.I49 B72 2017] Then and Now: The World's Center and the Soul's Demesne. Philadelphia, PA: Paul Dry Books, 2015. [PB2004.B727 2015] Un-Willing: An Inquiry into the Rise of Will's Power and an Attempt to Undo It. Philadelphia, PA: Paul Dry Books, 2014. [BJ1461.B686 2014] What, Then, Is Time? Lanham, MD: Rowman & Littlefield Publishers, 1999. [BD638.B733 1999] Chapters "A Reading of the Gettysburg Address." [See Lectures] 26 �"A Tiny Essay on Taking Offense." In Falling Dog Anthology, [editor unknown], 12-13. [s.l.]: [s.n.], 1992. [FaFi-BrannE345] "A Way to Philosophy." In Thinking Children and Education, edited by Matthew Lipman, 481-490. Dubuque, IA: Kendall/Hunt Publishing, 1993. [FaFi-BrannE374] "About the Greatness of Great Books." In Liberal Learning and the Great Books: Twelve Presentations at a Conference Held April 4-5, 2001, Celebrating the Fiftieth Anniversary of the Founding of the Program of Liberal Studies, the Great Books Program of the University of Notre Dame, edited by Nicholas Ayo and Michael J. Crowe, 6-11. Notre Dame, IN: University of Notre Dame, 2002. [FaFi-BrannE004] "An Appreciation of Kant's Critique of Pure Reason: An Introduction for Students." [See Lectures] "Augustine as Phenomenologist: A Time Diagram." Two galley proofs for Phenomenology: Japanese and American, edited by Burt C. Hopkins, 213-222 (1997), 243-252 (1998). Dordrecht, Netherlands: Kluwer Academic Publishers, 1997/98. [FaFi-BrannE014] "Critical Reasoning and the Second Power of Questions: Toward First Questions and First Philosophy." In Critical Reasoning in Contemporary Culture, edited by Richard A. Talaska, 299-331. Albany, NY: State University of New York Press, 1992. [FaFi-BrannE051] "Cui Bono?" In Minutes of the Lead Pencil Club: Pulling the Plug on the Electronic Revolution, edited by Bill Henderson, 142-160. Wainscott, NY: Pushcart Press, 1996. [FaFi-BrannE054] "Depth and Desire." [See Lectures] "Education, the Supreme Court, and the Constitution." In Is the Supreme Court the Guardian of the Constitution?, edited by Robert A. Licht, 9-80. Washington, DC: AEI Press, 1993. [FaFi-BrannE079] "Extraterrestrial Reflection." In The Philosophical Implications of Establishing Permanent Human Presence in Space, [editor not listed], 3-13. Washington, DC: Congress of the United States, 1984. [FaFi-BrannE094] "[For Chaninah Maschler]." In Memorial Tributes for Chaninah Maschler: Tutor, St. John's College, 1976-1998, [editor not listed], 2-3. Annapolis, MD: St. John's College, 2014. [FaFi-BrannE521] "Four Appreciative Queries." In The Condition of American Liberal Education: Pragmatism and a Changing Tradition, edited by Robert Orrill, 170-175. New York, NY: College Entrance Examination Board, 1995. [LC1011.K553 1995; FaFi-BrannE123] 27 �"In Memory of Ted Stinchecum." In The Habitual Vision of Excellence: A Tribute to St. John's College and Our Tutors from the Class of 1961 on the Occasion of Its 50th Reunion, Annapolis, Maryland, September, 2011, edited by Harrison Sheppard, 49-50. Scotts Valley, CA: OnDemand Publishing, 2011. [FaFi-BrannE408] "Jeffersonian Ambivalences." In Philosophers on Education: Historical Perspectives, edited by Amélie Oksenberg Rorty, 273-283. New York, NY: Routledge, 1998. [FaFi-BrannE158] "Kant's Philosophical Use of Mathematics: Negative Magnitudes." In Logos and Eros: Essays Honoring Stanley Rosen, edited by Nalin Ranasinghe, 160-175. South Bend, IN: St. Augustine's Press, 2006. [FaFi-BrannE166] "Learning to Deliberate." In Deliberation in Education and Society, edited by J. T. Dillon, 249-258. Norwood, NJ: Ablex Publishing, 1994. [FaFi-BrannE170] "Leo Strauss at St. John's College (Annapolis)." In Leo Strauss, the Straussians, and the American Regime, edited by Kenneth Deutsch and John Murley, 31-37. Lanham, MD: Rowman & Littlefield Publishers, 1999. [FaFi-BrannE172] "Mental Images in Cognitive Psychology." In The Great Ideas Today - 1990, edited by Mortimer J. Adler, 94-137. Chicago, IL: Encyclopaedia Britannica, 1990. [AY59.G7 1990; FaFi-BrannE190] "On Translating Plato." [See Lectures] "Paul Scott's Raj Quintet: Real Politics in Imagined Gardens." In Poets, Princes, and Private Citizens: Literary Alternatives to Postmodern Politics, edited by Joseph M. Knippenberg and Peter A. Lawler, 191-209. Lanham, MD: Rowman & Littlefield Publishers, 1996. [FaFi-BrannE230] "Pictures in Poetry: Keats' 'Ode on a Grecian Urn.'" In Contexts for Criticism: 2nd Ed., edited by Donald Keesey, 236-240. Mountain View, CA: Mayfield Publishing Company, 1994. [FaFi-BrannE250] "Reflections on Academic Freedom and Our Program." In Essays in Honor of Robert Bart, edited by St. John's College, 39-47. Santa Fe, NM: St. John's College, 1993. [PB1521.E77 1993 (Oversize, Rare Books); FaFi-BrannE304] "Response." In What is Humanistic Education?: Report of a Conference of the Dilthey Society of George Washington University, edited by George Washington University, 20-23. Washington, DC: George Washington University, 1973. [FaFi-BrannE384] 28 �"Take No Thought for the Morrow." In What Is It to Educate Liberally?: Essays by Faculty and Friends of Saint Mary's College, edited by S. A. Cortright, 128-133. Moraga, CA: Saint Mary's College of California, 1996. [LC1011.W5 1996 (Oversize, Rare Books, Reference); FaFi-BrannE331] "The Perfections of Jane Austen." [See Lectures] "The Program of Annapolis, MD, and Santa Fe, New Mexico." In Toward the Restoration of the Liberal Arts Curriculum: A Rockefeller Foundation Conference, September 28th, 1978, edited by the Rockefeller Foundation, 25p. New York, NY: Rockefeller Foundation, 1979. [FaFi-BrannE296] "The Role of Higher Education in a Young Jewish Republic." In Fruits of Friendship: Seven Essays in Honor of Laurence Berns, edited by Joseph P. Cohen, 25-33. Annapolis, MD: Free State Press, 2011. [FaFi-BrannE410] "The Roots of the Enlightenment." In The Ambiguous Legacy of the Enlightenment, edited by William A. Rusher, 1-21. Lanham, MD: University Press of America, 1995. [FaFi-BrannE281] "The Six Silences of a Grecian Urn." In Philosophical Imagination and Cultural Memory: Appropriating Historical Traditions, edited by Patricia Cook, 167-175. Durham, NC: Duke University Press, 1993. [D16.9.P416 1993; FaFi-BrannE292] "'The Spirit Lives in the Sticks.' Review of The Closing of the American Mind, by Allan Bloom." In Essays on The Closing of the American Mind, edited by Robert L. Stone, 181-187. Chicago, IL: Chicago Review Press, 1989. [LA227.3.E85 1989; FaFi-BrannE312] "The Student's Problem." In What Is It to Educate Liberally?: Essays by Faculty and Friends of Saint Mary's College, edited by S. A. Cortright, 128-133. Moraga, CA: Saint Mary's College of California, 1996. [LC1011.W5 1996 (Oversize)] "Through Phantasia to Philosophy: Review with Reminiscences." In Thinking Children and Education, edited by Matthew Lipman, 287-297. Dubuque, IA: Kendall/Hunt Publishing, 1993. [FaFi-BrannE343] "Uniting Students' Learning." In Uniting the Liberal Arts: Core and Context: Selected Essays from the Fifth Annual Conference of the Association for Core Texts and Courses, edited by Bainard Cowan and Scott Lee, 1-9. Lanham, MD: Association for Core Texts and Courses and University Press of America, 2002. [FaFi-BrannE360] "Was Jefferson a Philosopher?" In Law and Philosophy: The Practice of Theory: Essays in Honor of George Anastaplo, Volume II, edited by John A. Murley, Robert L. Stone, and William T. Braithwaite, 654-670. Athens, OH: Ohio University Press, 1992. [KF380.L297 1991 v.2; FaFi-BrannE370] 29 �Chapters: Drafts "A Tiny Essay on Taking Offense." Draft, [1992], typescript. [LC1011.W5 1996 (Oversize)] "Augustine as Phenomenologist: A Time Diagram." Draft, March 1997, typescript. [FaFi-BrannE384] "Effie Briest: A Personal Note." Draft, November 2017, typescript. [FaFi-BrannE360] "Jeffersonian Ambivalences." Draft, [1996-8], typescript. [FaFi-BrannE296] "Learning to Deliberate." Draft, June 1991, typescript. [FaFi-BrannE374] "Leo Strauss at St. John's College." Draft, [1998/99], typescript. [FaFi-BrannE343] "Madison's 'Memorial' Concerning Religious Freedom." Draft, February 1984, typescript. [FaFi-BrannE094] "On the Timelessness of the Tradition." Draft, October 6, 2016, typescript. [FaFi-BrannE408] "Papyrus and Beech." Draft, 1995, typescript. [AY59.G7 1990; FaFi-BrannE190] "Parmenides: 'For It Is the Same Thing to Think and to Be.'" Draft, August 2017, typescript. [LC1011.K553 1995; FaFi-BrannE123] "Paul Scott's Raj Quintet: Real Politics in Imagined Gardens." Draft, January 1994, typescript. [FaFi-BrannE281] "Pursuits of Happiness: On Being Interested." Draft, 2018, typescript. [FaFi-BrannE224] "Response to Bruce Kimball's 'Toward Pragmatic Liberal Education.'" Draft, November 1994, typescript. [FaFi-BrannE230] "Seminar Questions: What Works?" Draft, February 2018, typescript. [D16.9.P416 1993; FaFi-BrannE292] "Teachers and Students: Intimate Distance." Draft, March 2013, typescript. [FaFi-BrannE158] 30 �"The Fourth Brother Karamazov: Or, 'Pavel and His Brothers.'" Draft, [2016-20], typescript. [FaFi-BrannE014] "The Idea of the Good: Plato, Republic, Books VI, VII, X." Draft, June 2018, typescript. [FaFi-BrannE054] "'The Most Beautiful of Her Works': Jane Austen's Persuasion." Draft, August 2017, typescript. [LC1011.W5 1996 (Oversize, Rare Books, Reference); FaFi-BrannE331] "The Six Silences of a Grecian Urn." Draft, [n.d.], typescript. [FaFi-BrannE521] "Thing-Love: Or, Do Cars Die?" Draft, February 2018, typescript. [FaFi-BrannE166] "Three Platonic Places—Better, Spots." Draft, [2016-20], typescript. [FaFi-BrannE004] Draft and Unpublished Essays "A College Unique and Universal." [2006], booklet. [SJC Digital Archives: Promotional Publications Collection] "Comprehended by Herodotus: How the Greek Center is Defined by Barbarian Periphery." Fall 2013, typescript. [FaFi-BrannE489] "Deaning." 1994, typescript. [FaFi-BrannE060] "Education and the Constitution." 1991, typescript. [FaFi-BrannE077] "Extraterrestrial Reflection." February 1984, typescript. [FaFi-BrannE092] "Form Numbers (Arithmoi Eidetikoi)." August 2018, typescript. [FaFi-BrannE553] "Gone West." Spring 1997, typescript. [FaFi-BrannE125] "Hegel on Time." February 8, 1993, typescript. [FaFi-BrannE132] "Higher Education: The Media and the Market." November 4, 2000, typescript. [FaFi-BrannE135] 31 �"Jeffersonian Contradictions." 1978, typescript. [FaFi-BrannE159] "Kant's Philosophical Use of Mathematics: Negative Magnitudes." 2003, typescript. [FaFi-BrannE163; corrected version: FaFi-BrannE164] "Lady Macbeth: The Tyrant's Wife." May 2016, typescript. [FaFi-BrannE512] "Liberal Education." 2017, typescript. [FaFi-BrannE546] "Mile-High Meditation: My Take on How to Think and How to Be." July 1, 2008, typescript. [FaFi-BrannE447] "Postmodern Don Quijote." [Before Spring 2014], typescript. [FaFi-BrannE487] "Res Tene, Verba Sequentur: A Reflection on Two Questions Concerning the Re-telling of Sacred Stories and of Myths." August 2014, typescript. [FaFi-BrannE566] "The Eumenides of Aeschylus: Whole-Hearted Patriotism and Moderated Modernity." [See Lectures] "The Heroine of Jane Austen's Persuasion." [Before Fall 2006], typescript. [FaFi-BrannE134] "The Tin Star at High Noon." [1994], typescript. [FaFi-BrannE344] "The Unexpurgated Robinson Crusoe." [See Lectures] "Thomas More Against His Utopia." January 1995, typescript. [FaFi-BrannE340] "What Are the Beliefs and Teachings of St. John's College?" April 1975, typescript. [FaFi-BrannE382] 32 �Lectures "A Reading of the Gettysburg Address [Expanded Version]." Lecture delivered at St. John's College, Annapolis, MD, October 1968. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] Published as an article in Palaestra, Supplement, 1968: 1-40. [FaFi-BrannE301] Revised for publication as a chapter in Abraham Lincoln, The Gettysburg Address, and American Constitutionalism, edited by Leo P. S. de Alvarez, 15-53. Irving, TX: University of Dallas Press, 1976. [E475.55.A27; FaFi-BrannE302] "Against Time." Two-part lecture delivered at St. John's College, Annapolis, MD, February 18 & 25, 1983. [print: SJC Digital Archives: St. John's College Formal Lecture Series – Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series – Annapolis Collection: part 1; part 2] Published as an article in The St. John's Review 34, no. 3 (Summer 1983): 65-104. [BRA (Lectures); FaFi-BrannE007; SJC Digital Archives: The St. John's Review Collection] "An Appreciation of Kant's Critique of Pure Reason: An Introduction for Students." Lecture delivered at St. John's College, Annapolis, MD, May 1972. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as a chapter in Essays in Honor of Jacob Klein, [editor not listed], 3753. Annapolis, MD: St. John's College Press, 1976. [B29.E82 (Oversize); FaFi-BrannE013] "Declaration of Independence." Lecture delivered at St. John's College, Annapolis, MD, April 30, 1976. [audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Published as an article entitled "Concerning the Declaration of Independence" in The College (1969-80) 28, no. 2 (July 1976): "Bicentennial Issue": 1-17. [FaFi-BrannE049; SJC Digital Archives: The College (1969-80) Collection] "Depth and Desire." Lecture delivered at St. John's College, Annapolis, MD, August 31, 1990. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] 33 �Published as an article in The St. John's Review 29, no. 3 (1989-90): 83-92. [FaFi-BrannE068; SJC Digital Archives: The St. John's Review Collection] Published as a chapter in Everyone a Teacher, edited by Mark Schwen, 369-377. Notre Dame, IN: University of Notre Dame Press, 2000. [FaFi-BrannE070] "For the First Time." Lecture delivered at St. John's College, Annapolis, MD, [September 1], 1995. [print: BRA (Lectures); print: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] "Imitative Poetry: Book X of Plato's Republic." Lecture delivered at Saint Mary's College of California, Moraga, CA, March 22, 2003. [FaFi-BrannE146] "Mental Imagery: The College and Contemporary Cognitive Science." Lecture delivered at St. John's College, Annapolis, MD, September 27, 1985. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] Published as an article in The St. John's Review 36, no. 3 (Summer 1985): 71-79. [FaFi-BrannE189; SJC Digital Archives: The St. John's Review Collection] "Momentary Morality and Extended Ethics: For the "Windows on the Good Life" Course at Carleton College, April 23, 2014." Lecture delivered at Carleton College, Northfield, MN, April 23, 2014. [FaFi-BrannE481] Published as an article entitled "Momentary Morality and Extended Ethics" in The St. John's Review 56, no. 2 (Spring 2015): 1-13. [FaFi-BrannE497; SJC Digital Archives: The St. John's Review Collection] "Music: The Representative Liberal Art." Lecture delivered at St. John's College, Annapolis, MD, September 2, 1988. [print: FaFi-BrannE203; SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] "On Problems and Questions." Lecture delivered at Rosary College, [River Forest, IL, or Greenville, SC], April 27, 1967. [FaFi-BrannE219] "On the Imagination." Lecture delivered at St. John's College, Annapolis, MD, November 18, 1977. [print: FaFi-BrannE220; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] "On the Originals of Fictive Mental Images." Lecture delivered at St. John's College, Annapolis, MD, September 3, 2021. [video: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] 34 �"On Thomas More's Utopia." Lecture delivered at St. John's College, Annapolis, MD, May 5, 1972. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] "On Translating Plato." Lecture delivered at Pennsylvania State University, College Township, PA, March [20-22], 1997. [BRA (Lectures); SJC Digital Archives: Speeches, Presentations, and Other Lectures Collection] Published as a chapter in Retracing the Platonic Text, edited by John Russon and John Sallis, 175-188. Evanston, IL: Northwestern University Press, 2000. [FaFi-BrannE224] "Our Mortal Coil." Lecture delivered at St. John's College, Annapolis, MD, February 27, 1991. [FaFi-BrannE226; revised version: FaFi-BrannE227] Published as an article in The Collegian 2, no. 6 (Friday, April 19, 1991): 1-4. [FaFi-BrannE226; SJC Digital Archives: The Collegian Collection] "Philosophical Paganism and Its Bearing on Ethics." Lecture delivered at Earlham College, Richmond, IN, September 1995. [FaFi-BrannE247] "Plato's Theory of Ideas." Lecture delivered at St. John's College, Annapolis, MD, September 14, 1979. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as an article in The St. John's Review 32, no. 1 (July 1980): 29-37. [FaFi-BrannE256; SJC Digital Archives: The St. John's Review Collection] "Socrates' Legacy: Plato's Phaedo." Lecture delivered at St. John's College, Annapolis, MD, [200[?]]. [FaFi-BrannE316] "Socrates' Legacy." Lecture delivered at St. John's College, Annapolis, MD, [January] 2009. [FaFi-BrannE452] "Talking, Reading, Writing, Listening." Lecture delivered at St. John's College, Annapolis, MD, November 4, 2011. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] "Telling Lies." Lecture delivered at St. John's College, Annapolis, MD, August 27, 1993. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series - 35 �Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Published as an article in The St. John's Review 42, no. 3 (1994): 1-15. [FaFi-BrannE337; SJC Digital Archives: The St. John's Review Collection] "The Derivatives of Reason." Lecture delivered at St. John's College, Santa Fe, NM, January 18, 1991. [FaFi-BrannE071; revised version: FaFi-BrannE072] "The Empires of the Sun and the West." Lecture delivered at St. John's College, Annapolis, MD, October 4, 2002. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Published as an article in The St. John's Review 47, no. 1 (2003): 83-136. [FaFi-BrannE082; SJC Digital Archives: The St. John's Review Collection] "The Eumenides of Aeschylus: Whole-Hearted Patriotism and Moderated Modernity." Essay dated April 2007, typescript. [FaFi-BrannE086] Significantly revised for delivery as a lecture; delivered at [s.l.], [n.d.]. [FaFi-BrannE085] "The Human Consequences of Thinking About Time." Lecture delivered at University of Oregon, Eugene, OR, March 1998. [FaFi-BrannE140] "The Mutuality of Imagining and Thinking: On Dennis Sepper's Understanding Imagination: The Reason of Images." Lecture delivered at [s.l.], [2013/14]. [FaFi-BrannE485] Published as an article entitled "The Mutuality of Imagining and Thinking [review of Understanding Imagination: The Reason of Images, by Dennis Sepper]" in The St. John's Review 55, no. 2 (Spring 2014): 1-16. [FaFi-BrannE494; SJC Digital Archives: The St. John’s Review Collection] "The Offense of Socrates: A Re-Reading of Plato's Apology." Lecture delivered at American Political Science Association, San Francisco, CA, September 1975. [BRA (Lectures); SJC Digital Archives: Speeches, Presentations, and Other Lectures Collection] Revised for publication as an article in Interpretation: A Journal of Political Philosophy 7, no. 2 (May 1978): 1-21. [FaFi-BrannE216] "The Paradox of Obedience." Lecture delivered at United States Air Force Academy, Air Force Academy, CO, November 18, 2004. [FaFi-BrannE237] 36 �"The Past-Present." Lecture delivered at St. John's College, Annapolis, MD, September 2, 1994. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] "The Perfections of Jane Austen." Lecture delivered at St. John's College, Annapolis, MD, January 31, 1975. [print: BRA (Lectures); audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as an article in The College (1969-80) 27, no. 1 (April 1975): 1-14. [FaFi-BrannE242; SJC Digital Archives: The College (1969-80) Collection] Significantly revised for publication as a chapter in A Truth Universally Acknowledged: 33 Great Authors on Why We Read Jane Austen, edited by Susannah Carson, 200-212. New York, NY: Random House, 2009. [PO4037.T78 2009; FaFi-BrannE490] "The Poet of the Odyssey." Lecture delivered at St. John's College, Annapolis, MD, October 6, 1972. [print: BRA (Lectures); audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as an article in The College (1969-80) 26, no. 1 (April 1974): 5-12. [FaFi-BrannE258; SJC Digital Archives: The College (1969-80) Collection] "The Relationship Between Public Ethics and Education." Lecture delivered at Southern Oregon University, Ashland, OR, October 30, 1997. [FaFi-BrannE306] "The Seal with Seven Books." Lecture delivered at St. John's College, Annapolis, MD, August 28, 1992. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] "The Unexpurgated Robinson Crusoe." Lecture delivered at Glendale Preparatory Academy and Mesa Preparatory Academy, Kansas City, MO, October 13, 2010. [FaFi-BrannE416] Essay dated October 13, 2010, typescript. [FaFi-BrannE417] Published as an article in American Dialectic 1, no. 1 (January 2011): 90-111. [FaFi-BrannE418] "The World of the Imagination." Lecture delivered at University of Dallas, Irving, TX, March [2-6], 1992. [FaFi-BrannE397] "Virtue in Two Versions." Lecture delivered at Earlham College, Richmond, IN, [September/October] 1995. [FaFi-BrannE367] 37 �"Ways of Naysaying." Lecture delivered at St. John's College, Annapolis, MD, November 2, 2001. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] "What Does It Mean to Have Feelings?: Spinoza's Answer." Lecture delivered at Vassar College, Poughkeepsie, NY, October 26, 2005. [FaFi-BrannE383] "What is a Body in Kant's System?" Lecture delivered at St. John's College, Annapolis, MD, 1974. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as an article in The Independent Journal for Philosophy 3 (1979): 91-100. [FaFi-BrannE380] "What is a Book?" Lecture delivered at St. John's College, Annapolis, MD, August 30, 1991. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Published as an article in The St. John's Review 41, no. 1 (1991-92): 75-88. [FaFi-BrannE378; SJC Digital Archives: The St. John's Review Collection] "What is Philosophy?" Lecture delivered at Southeastern Louisiana University, Hammond, LA, September 1989. [FaFi-BrannE386] Published as an article in Energeia, Winter 1990: 32-35. [FaFi-BrannE385; SJC Digital Archives: Energeia Collection] "What, Then, Is Time?" Lecture delivered at St. John's College, Annapolis, MD, September 4, 1998. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series - Annapolis Collection] Revised for publication as an article in The St. John's Review 45, no. 3 (2000): 47-65. [FaFi-BrannE391; SJC Digital Archives: The St. John's Review Collection] "WHERE, Then, Is Time?" Lecture delivered at the U.S. Naval Observatory, Washington, DC, December 11, 2015. [FaFi-BrannE569] Published as an article in The St. John's Review 57, no. 2 (Spring 2016): 12-24. [FaFi-BrannE492; SJC Digital Archives: The St. John's Review Collection] 38 �"Why Read Books?" Lecture delivered at St. John's College, Annapolis, MD, August 30, 1996. [print: BRA (Lectures); SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection; audio: SJC Digital Archives: St. John's College Formal Lecture Series Annapolis Collection] "World Without Time." Lecture delivered at Belmont University, Nashville, TN, September 23, 2014. [FaFi-BrannE534] Revised for publication as an article in The St. John's Review 57, no. 1 (Fall 2015): 1-14. [FaFi-BrannE496; SJC Digital Archives: The St. John's Review Collection] Reviews "A Portrait of a Lady: His Monkey Wife." Review of His Monkey Wife: Or, Married to a Chimp, by John Collier. New England Review 21, no. 2 (Spring): 83-89. [FaFi-BrannE263] "Aristotle and Diversity." Review of Fear of Diversity: The Birth of Political Science in Ancient Greek Thought, by Arlene W. Saxonhouse. The Review of Politics 55, no. 2 (Spring 1993): 345-347. [FaFi-BrannE017; JSTOR] "Aristotle from a Woman's Perspective." Review of The Pleasures of Virtue: Political Thought in the Novels of Jane Austen, by Anne C. Ruderman. The Review of Politics 58, no. 4 (Fall 1996): 817819. [FaFi-BrannE018; JSTOR] "Book Report." Review of Ransom, by David Malouf, The Lost Books of the Odyssey, by Zachary Maso, and Taking Her Seriously: Penelope and the Plot of Homer's Odyssey, by Richard Heitman. The Gadfly 32, no. 6 (March 2010): 4-5. [FaFi-BrannE468; SJC Digital Archives: The Gadfly Collection] "Book Review: Two New Books by Alumni." Review of The Harmony of the Soul: Mental Health and Moral Virtue Reconsidered, by Neal O. Weiner and Assessing Student Performance: Exploring the Purpose and Limits of Testing, by Grant P. Wiggins. The St. John's Review 42, no. 3 (1994): 67-74. [FaFi-BrannE034; SJC Digital Archives: The St. John’s Review Collection] "Commentary." Review of The World of the Imagination: Sum and Substance, by Eva Brann. The St. John's Reporter 17, no. 3 (March 1991): 8, 11. [FaFi-BrannE046; SJC Digital Archives: The St. John’s Reporter Collection] "Euclid in a Nutshell." Review of The King of Infinite Space: Euclid and His Elements, by David Berlinski. Claremont Review of Books, Special Editions (Winter 2012/13): 1-4. [FaFi-BrannE522; Claremont Review of Books] 39 �"George Anastaplo on Abraham Lincoln." Review of Abraham Lincoln: A Constitutional Biography (Hardcover Edition), by George Anastaplo. George Anastaplo's Blog, March 16, 2010. https://anastaplo.wordpress.com/2010/03/16/george-anastaplo-on-abraham-lincoln/. [FaFi-BrannE470] "Great Books at Berkeley in the Sixties." Review of The Beleaguered College: Essays on Educational Reform, by Joseph Tussman, and Habits of Mind: The Experimental College Program at Berkeley, by Katherine B. Trow. Academic Questions 14, no. 1 (Winter 2000-01): 66-75. [FaFi-BrannE129; National Association of Scholars] "Josh and Jordan." Review of The Crossover, by Kwame Alexander. The Gadfly 36, no. 15 (April 28, 2015): 4. [FaFi-BrannE535; SJC Digital Archives: The Gadfly Collection] "Kant's Afterlife." Review of Opus Postumum, by Immanuel Kant and "Kant's Final Synthesis: An Essay on the Opus Postumum," by Eckart Förster. The St. John's Review 47, no. 3 (2004): 5986. [FaFi-BrannE161; SJC Digital Archives: The St. John’s Review Collection] "Liberalism and Liberal Education." Review of Not for Profit: Why Democracy Needs the Humanities, by Martha C. Nussbaum. Claremont Review of Books 11, no. 3 (Summer 2011): 76-77. [FaFi-BrannE423; Claremont Review of Books] "Mo and Mao." Review of Sour Sweet, by Timothy Mo and Shenfan, by William Hinton. The St. John's Review 40, no. 3 (1990-91): 81-86. [FaFi-BrannE195; SJC Digital Archives: The St. John’s Review Collection] "Novelist and Calvinist." Review of The Givenness of Things: Essays, by Marilynne Robinson. Claremont Review of Books 16, no. 3 (Summer 2016): 55-57. [FaFi-BrannE501; Claremont Review of Books] "Olivia by 'Olivia' (1949)." Review of Olivia, by Dorothy "Olivia" Bussy. The Gadfly 14, no. 20 (April 20, 1993): 5-6. [FaFi-BrannE217; SJC Digital Archives: The Gadfly Collection] "On Daniel James Brown's The Boys in the Boat." Review of The Boys in the Boat: Nine Americans and Their Quest for Gold at the 1936 Berlin Olympics, by Daniel James Brown. The Gadfly 36, no. 13 (April 7, 2015): 6. [FaFi-BrannE524; SJC Digital Archives: The Gadfly Collection] "Philosophy Revived." Review of Complexity and Analysis, by Stewart Umphrey. The St. John's Review 46, no. 3 (2002): 85-93. [FaFi-BrannE248; SJC Digital Archives: The St. John’s Review Collection] "Plato's Impossible Polity." Review of Plato's Republic: A Study, by Stanley Rosen. Claremont Review of Books 6, no. 3 (Summer 2006): 52-53. [FaFi-BrannE253; Claremont Review of Books] 40 �"Portraits of the Impassioned Concept." Review of The Logic of Desire: An Introduction to Hegel's Phenomenology of Spirit, by Peter Kalkavage. The St. John's Review 52, no. 1 (Fall 2010): 123132. [FaFi-BrannE422; SJC Digital Archives: The St. John’s Review Collection] "Recollection and Composure." Review of See Naples: A Memoir, by Douglas Allenbrook. The St. John's Review 43, no. 3 (1996): 81-88. [FaFi-BrannE028; SJC Digital Archives: The St. John’s Review Collection] Review of Abraham Lincoln: A Constitutional Biography, by George Anastaplo. South Dakota Law Review 46, no. 2 (2000): 666-669. [FaFi-BrannE439] Review of Antigones, by George Steiner. The St. John's Review 39, no. 3 (1989-90): 61-65. [FaFi-BrannE271; SJC Digital Archives: The St. John’s Review Collection] Review of Are We in Time? And Other Essays on Time and Temporality, by Charles M. Sherover. The Review of Metaphysics 59, no. 2, iss. 234 (December 2005): 450-451. [FaFi-BrannE026; JSTOR] Review of Arendt, Augustine, and the New Beginning: The Action Theory and Moral Thought of Hannah Arendt in the Light of Her Dissertation on Augustine, by Stephan Kampowski. The Review of Metaphysics 63, no. 1 (September 2009): 194-196. [FaFi-BrannE454; JSTOR] Review of As If Learning Mattered: Reforming Higher Education, by Richard E. Miller. The St. John's Reporter 25, no. 1 (Fall 1998) [corrected from "vol. 24, no. 4" marked on periodical]: 12. [FaFi-BrannE279; SJC Digital Archives: The St. John’s Reporter Collection] Review of In the Light of What We Know, by Zia Haider Rahman. The Gadfly 36, no. 7 (November 18, 2014): 3. [FaFi-BrannE533; SJC Digital Archives: The Gadfly Collection] Review of Kerameikos: Ergebnisse der Ausgrabungen: Band 6, Teil 1, Die Nekropole des späten 8. bis frühen 6. Jahrhunderts [Kerameikos: Results of the Excavations: Vol. 6, Pt. 1, The Necropolis of the Late 8th to Early 6th Centuries], by Karl Kübler. American Journal of Archaeology 60, no. 1 (January 1956): 73-74. [FaFi-BrannE278; Chicago Journals] Review of Logicomix: An Epic Search for Truth, by Annie Di Donna, Apostolos K. Doxiadēs, Alekos Papadatos, and Christos H. Papadimitriou. The Gadfly [32] (January 19, 2010): 2. [FaFiBrannE459] Review of Metaphorically Speaking, by Patti Nogales. The St. John's Reporter 26, no. 4 (Summer 2000): 8. [FaFi-BrannE029; SJC Digital Archives: The St. John’s Reporter Collection] Review of Self-Knowledge in the Age of Theory, by Ann Hartle. New Vico Studies 16 (1998): 101-104. [FaFi-BrannE024] 41 �Review of The Closing of the American Mind, by Allan Bloom. The St. John's Review 38, no. 1 (1988 1): 71-79. [FaFi-BrannE268; SJC Digital Archives: The St. John’s Review Collection] Review of The Human Condition, by John Kekes. The Review of Metaphysics 64, no. 4 (June 2011): 867-868. [FaFi-BrannE424; JSTOR] Review of The Kantian Subject: Eunsus Communis, Mimesis, Work of Mourning, by Tamar Japaridze. The Review of Metaphysics 56, no. 2, iss. 222 (December 2002): 431-433. [FaFi-BrannE329; JSTOR] Review of The Tenants of Time, by Thomas Flanagan. The St. John's Review 38, no. 2 (1988): 87-91. [FaFi-BrannE032; SJC Digital Archives: The St. John’s Review Collection] Review of Time, Conflict, and Human Values, by J. T. Fraser. Isis 92, no. 4 (2001): 774-775. [FaFi-BrannE033; Chicago Journals] Review of Zetetic Skepticism, by Stewart Umphrey. The St. John's Reporter 17, no. 4 (June 1991): 1213. [FaFi-BrannE031; SJC Digital Archives: The St. John’s Reporter Collection] "Roots of Our Program." Review of The Intellectual Life of the British Working Classes, by Jonathan Rose. The College (2001-17) 28, no. 2 (Winter/Spring 2002): 17, 20. [FaFi-BrannE275; SJC Digital Archives: The College (2001-17) Collection] "Summer Reading." Review of The G String Murders, by Gypsy Rose Lee, The Human Comedy, by William Saroyan, Tender is the Night, by F. Scott Fitzgerald, and Shop Class as Soulcraft, by Matthew B. Crawford. G: A Supplement [to The Gadfly], [September 13], 2010: 2. [FaFiBrannE407] "Tapestry with Images: Paul Scott's Raj Novels." Review of The Raj Quartet, University of Chicago Press, by Paul Scott. Philosophy and Literature 23, no. 1 (April 1999): 181-196. [FaFiBrannE289] "The Appreciative Mode." Review of The Moral Imagination: From Edmund Burke to Lionel Trilling, by Gertrude Himmelfar. Claremont Review of Books 7, no. 1 (Winter 2006/07): 4546. [FaFi-BrannE016; Claremont Review of Books] "The Barbaric Days When Thinking Was Like a Splash of Color Landing on the Page." Review of Barbarian Days: A Surfing Life, by William Finnegan. The Gadfly 37, no. 14 (April 26, 2016): 4. [FaFi-BrannE511; SJC Digital Archives: The Gadfly Collection] "The English War and Peace: Paul Scott's Raj Quartet." Review of The Raj Quartet, by Paul Scott. The St. John's Review 38, no. 3 (1988-89): 75-87. [FaFi-BrannE083; SJC Digital Archives: The St. John’s Review Collection] 42 �"The Feasting of Socrates." Review of Plato's Timaeus, translated by Peter Kalkavage. The St. John's Review 46, no. 2 (2002): 117-121. [FaFi-BrannE098; SJC Digital Archives: The St. John’s Review Collection] "The Mutuality of Imagining and Thinking." [See Lectures] "The Wonders of the 'Odyssey.'" Review of The Odyssey by Homer, translated by Joe Sachs. The Imaginative Conservative, May 28, 2015. https://theimaginativeconservative.org/2015/05/wonder-the-odyssey-by-homer-joesachs.html. [FaFi-BrannE565] "To Save the Ideas." Review of Soul, World, and Idea: An Interpretation of Plato's Republic and Phaedo, by Daniel Sherman. The St. John's Review 55, no. 2 (Spring 2014): 89-109. [FaFi-BrannE493; SJC Digital Archives: The St. John’s Review Collection] "Too Much for Our Own Good: The Consumeritis Epidemic." Review of Too Much for Our Own Good: The Consumeritis Epidemic and Good Movies, by Alex Aris and Harrison Sheppard. The College (2001-17) 33, no. 1 (Winter 2007): 37. [FaFi-BrannE309; SJC Digital Archives: The College (2001-17) Collection] "Two Reviews." Review of Master and Commander, by Patrick O'Brian, and The Ionian Mission, by Patrick O'Brian, and The Pagan Rabbi and Other Stories, by Cynthia Ozick. The St. John's Review 42, no. 1 (1993): 107-109. [FaFi-BrannE355; SJC Digital Archives: The St. John’s Review Collection] "You Are How You Eat." Review of The Hungry Soul: Eating and the Perfecting of Our Nature, by Leon R. Kass. Crisis, February 1995: 51. [FaFi-BrannE400] Reviews: Drafts "A Historian's Praise of the Imagination." Review of The Moral Imagination: From Edmund Burke to Lionel Trilling, by Gertrude Himmelfarb. Draft, [2006], typescript. [FaFi-BrannE136] "Book Report on Summer Reading: August, 2010." Review of The G String Murders, by Gypsy Rose Lee, The Human Comedy, by William Saroyan, Tender is the Night, by F. Scott Fitzgerald, and Shop Class as Soulcraft, by Matthew B. Crawford. Draft, August 2010, typescript. [FaFi-BrannE446] "Euclid in a Nutshell." Review of The King of Infinite Space: Euclid and His Elements, by David Berlinski. Draft, April 2013, typescript. [FaFi-BrannE440] "Fat Wednesday." Review of Fat Wednesday: Wittgenstein on Aspects, by John Verdi. Draft, 2010, typescript. [FaFi-BrannE403] 43 �"Kant's Afterlife." Review of both Opus Postumum, by Immanuel Kant and "Kant's Final Synthesis: An Essay on the Opus Postumum," by Eckart Förster. Draft, [2004], typescript. [FaFi-BrannE160] "Philosophy Revived." Review of Complexity and Analysis, by Stewart Umphrey. Draft, 2002, typescript. [FaFi-BrannE248] "Pride and Prejudice: Updated and Upended." Review of Eligible: A Novel, by Curtis Sittenfeld. Draft, 2016, typescript. [FaFi-BrannE503] Review of A Suitable Boy: A Novel, by Vikram Seth. Draft, 1993, typescript. [FaFi-BrannE328] Review of Antigones, by George Steiner. Draft, [1986-1990], typescript. [FaFi-BrannE271] Review of Are We in Time? And Other Essays on Time and Temporality, by Charles M. Sherover. Draft, 2005, typescript. [FaFi-BrannE025] Review of Arendt, Augustine, and the New Beginning: The Action Theory and Moral Thought of Hannah Arendt in the Light of Her Dissertation on Augustine, by Stephan Kampowski. Draft, [2008/09], typescript. [FaFi-BrannE454] Review of As If Learning Mattered: Reforming Higher Education, by Richard E. Miller. Draft, 1998, typescript. [FaFi-BrannE279] Review of Fear of Diversity: The Birth of Political Science in Ancient Greek Thought, by Arlene W. Saxonhouse. Draft, [before Spring 1993], typescript. [FaFi-BrannE269] Review of Fides et Ratio, On the Relationship Between Faith and Reason, by Pope John Paul II. Draft, 1998, typescript. [FaFi-BrannE218] Review of Kant's Theory of Mind: An Analysis of the Paralogisms of Pure Reason, by Karl Ameriks. Draft, [2000], typescript. [FaFi-BrannE274] Review of Master and Commander, by Patrick O'Brian, The Ionian Mission, by Patrick O'Brian, and The Pagan Rabbi and Other Stories, by Cynthia Ozick. Draft, [1992/93], typescript. [FaFi-BrannE355] Review of Profound Ignorance: Plato's Charmides and the Saving of Wisdom, by David Lawrence Levine. Draft, [2016], typescript. [FaFi-BrannE529] Review of See Naples: A Memoir, by Douglas Allenbrook. Draft, [1995/96], typescript. [FaFi-BrannE028] 44 �Review of The Boys in the Boat: Nine Americans and Their Quest for Gold at the 1936 Berlin Olympics, by Daniel James Brown. Draft, [2013-2015], typescript. [FaFi-BrannE488] Review of The Givenness of Things: Essays, by Marilynne Robinson. Draft, [2015/16], typescript. [FaFi-BrannE504] Review of The Hungry Soul: Eating and the Perfecting of Our Nature, by Leon R. Kass. Draft, 1995, typescript. [FaFi-BrannE273] Review of The Insufficiency of Virtue: Macbeth and the Natural Order, by Jan H. Blits. Draft, [1996], typescript. [FaFi-BrannE272] Review of The Kantian Subject: Eunsus Communis, Mimesis, Work of Mourning, by Tamar Japaridze. Draft, 2004, typescript. [FaFi-BrannE027] Review of The Odyssey, translated by Joe Sachs. Draft, June 15, 2015, typescript. [FaFi-BrannE536] Review of Time, Conflict, and Human Values, by J. T. Fraser. Draft, November 2000, typescript. [FaFi-BrannE277] Review of Zetetic Skepticism, by Stewart Umphrey. Draft, [1990/91], typescript. [FaFi-BrannE031] "Sophocles Plain and Simple." Review of The Theban Plays of Sophocles, translated by David Slavitt. Draft, [August 6, 2006-May 18, 2007], typescript. [FaFi-BrannE318] "Tapestry with Images: Paul Scott's Raj Novels." Review of The Raj Quartet, by Paul Scott. Draft, [1998/99], typescript. [FaFi-BrannE335] "The Barbaric Days When Thinking Was Like a Splash of Color Landing on the Page." Review of Barbarian Days: A Surfing Life, by William Finnegan. Draft, 2015, typescript. [FaFi-BrannE567] "The Feasting of Socrates." Review of Plato's Timaeus, translated by Peter Kalkavage. Draft, [2001/02], typescript. [FaFi-BrannE097] "The Rehabilitation of Spiritedness." Review of Willing Dogs and Reluctant Masters: On Friendship and Dogs, by Gary Borjesson. Draft, February 2013, typescript. [FaFi-BrannE434] "To Save the Ideas." Review of Soul, World, and Idea: An Interpretation of Plato's Republic and Phaedo, by Daniel Sherman. Draft, [2013/14], typescript. [FaFi-BrannE482] "Visions of a Botanist." Review of One River: Explorations and Discoveries in the Amazon Rain Forest, by Wade Davis. Draft, [n.d.], typescript. [FaFi-BrannE368] 45 �Translated Works Books Heidegger, Martin. Martin Heidegger: What is That—Philosophy? Translated by Eva Brann. Annapolis, MD: St. John's College, 1991. [B53.H3513 1991] Klein, Jacob. Greek Mathematical Thought and the Origin of Algebra. Translated by Eva Brann. Cambridge, MA: M.I.T. Press, 1968. [QA22.K513] Plato. Plato: Meno. Translated by Eva Brann, Peter Kalkavage, and Eric Salem. Indianapolis, IN: Focus, 2021. [B377.A5 B73 2021] Plato. Plato: Statesman: Translation, with Glossary, Essay, and Appendices. Translated by Eva Brann, Peter Kalkavage, and Eric Salem. Newburyport, MA: Focus Publishing/R. Pullins, 2012. [JC71.P3132 2012] Plato. Plato's Phaedo. Translated by Eva Brann, Peter Kalkavage, and Eric Salem. Newburyport, MA: Focus Publishing/R. Pullins, 1998. [B379.A5 B73 1998] Plato. Plato's Sophist: Or, The Professor of Wisdom. Translated by Eva Brann, Peter Kalkavage, and Eric Salem. Newburyport, MA: Focus Publishing/R. Pullins, 1996. [B384.A5 B72 1996] Plato. Symposium, or Drinking Party. Translated by Eva Brann, Peter Kalkavage, and Eric Salem. Indianapolis, IN: Focus, 2017. [B385.A5 B73 2017] Translated Works: Articles Hesse, Herman. "An Evening at Home with Doctor Faustus." Translated by Eva Brann. Energeia, Spring 1996: 17-19. [FaFi-BrannE351; SJC Digital Archives: Energeia Collection] Klein, Jacob. "Left and Right." Translated by Eva Brann and Beate Ruhm von Oppen. The St. John's Review 35, no. 2 (Spring 1984): 60-63. [FaFi-BrannE171; SJC Digital Archives: The St. John's Review Collection] Morgenstern, Christian. "The Two Parallels." Translated by Eva Brann. The Gadfly 17, no. 1 (September 12, 1995): 11. [FaFi-BrannE350; SJC Digital Archives: The Gadfly Collection] Nietzsche, Friedrich. "On the Relation of the Speech of Alcibiades to the Other Speeches of the Platonic Symposium." Translated by Eva Brann. Energeia, Spring 1993: 61-62. [FaFi-BrannE221; SJC Digital Archives: Energeia Collection] Unknown [possibly Euclid]. "The Cutting of the Canon." Translated by Eva Brann. The Collegian, Supplement, November 1962: 1-63. [FaFi-BrannE056; SJC Digital Archives: The Collegian Collection] 46 �Translated Works: Drafts Hesse, Herman. "An Evening at Home with Doctor Faustus." Translated by Eva Brann. Draft, [1995], typescript. [FaFi-BrannE351] Morgenstern, Christian. "The Two Parallels." Translated by Eva Brann. Draft, 1995, typescript. [FaFi-BrannE350] Nietzsche, Friedrich. "On the Relation of the Speech of Alcibiades to the Other Speeches of the Platonic Symposium." Translated by Eva Brann. Draft, [1992], typescript. [FaFi-BrannE221] Plato. "[Phaedrus excerpt]." Translated by Eva Brann. Draft, February 1997, typescript. [FaFi-BrannE352] Other "A Note on Apollonius' Parameter." 1993, typescript. [FaFi-BrannE228] "A Post-Proposal for a Book Entitled: The Logos of Heraclitus: The First Philosopher of the West on Its Most Interesting Term." January 9, 2010, typescript. [FaFi-BrannE464] "A Proto-Proposal for a Book Entitled: Against My Will." February 8, 2010, typescript. [FaFi-BrannE463] "An Impressionistic Study of the Intellectual Life of Students at Hobart and William Smith Colleges [named author: Paul Mininger]." 1975, typescript. [FaFi-BrannE147] "Conversing with a National Treasure: Wisdom and Wit with Eva Brann." Conversation with Hamza Yusuf. The Renovatio Podcast. Podcast audio. April 24, 2019. https://renovatio.zaytuna.edu/media/conversing-with-a-national-treasure-wisdom-and-witwith-eva-brann. "[Correspondence with Joe Sachs about translating the first line of Antigone]." November 2, 2007March 18, 2008, manuscripts. [FaFi-BrannE466] Dean's Report to the Alumni Association. Annapolis, MD: St. John's College, 1992. [FaFi-BrannE062] Dean's Report to the Alumni Association. Annapolis, MD: St. John's College, 1993. [FaFi-BrannE062] Dean's Report to the Alumni Association. Annapolis, MD: St. John's College, 1995. [FaFi-BrannE062] 47 �Dean's Report to the Alumni Association. Annapolis, MD: St. John's College, 1996. [FaFi-BrannE062] Declaration: What the Declaration of Independence Really Means. Chicago, IL: Nightingale-Conant Corporation, 1975. [FaFi-BrannE064] "Farewell from the Dean." In St. John's College Yearbook - 1996, 5. Annapolis, MD: St. John's College, 1996. [FaFi-BrannE096; SJC Digital Archives: Yearbooks Collection] "For February 27, 2010." [To the attendees of Eric Salem's book release celebration], February 27, 2010. [FaFi-BrannE465] "For the Time Capsule." September 21, 1996. [FaFi-BrannE310] "In Memoriam: Alice E. Kober: Professor of Classics, Brooklyn College 1935-1950, b. 1906, d. May 16 1950." February 2005, typescript. [FaFi-BrannE149] "Letters Between Melissa Zink and Eva Brann." Draft, 2010, typescript. [FaFi-BrannE475] Liberal Arts College, Concordia University: Report to the University Appraisal Committee. Montreal, Canada: Concordia University, 1995. [FaFi-BrannE307] Memorandum to the Long Range Planning Committee of the Board of Visitors and Governors [coauthor; John Agresto, Christopher B. Nelson, and Stephen R. "Steve" Van Luchene, coauthors]. 1993. "The Unity of St. John's College." September. [FaFi-BrannE361] "Note on the 'Report of the Task Force on Alumni Relations.'" [After 2007], typescript. [FaFi-BrannE453] "Note to My Will: December, 2008." December 2008, manuscript. [FaFi-BrannE552] "On How to Manage Economics." To the Dean and the Instruction Committee [St. John's College, Annapolis], December 11, 2017. [FaFi-BrannE558] "[Prefatory note to an essay by William Kelly]." St. John's College (website), 2004. [FaFi-BrannE155] "Preliminary Dialogue of an Internally Divided Lover of Mansfield Park and Jane Eyre: (A Jeu d'Esprit, in Which, It Being Interior and All Mine by Reason of Cooption, Nothing Has Attributing Quotation Marks Around It)." [2005?], typescript. [FaFi-BrannE264] "Review of the Program of Liberal Studies in the College of Arts and Letters of the University of Notre Dame: October 26-29, 2003." October 2003, typescript. [FaFi-BrannE276] 48 �"St. John's College Design for a Self-Study: In Preparation of the Reaccreditation Team Visit in Fall of 1993." [1993], typescript. [FaFi-BrannE320] "St. John's College: Profile Questionnaires, January 27, 2010." January 27, 2010, manuscript. [FaFi-BrannE462] Statement of Educational Policy. Annapolis, MD: St. John's College, 1991. [FaFi-BrannE323] "Testimony for the Task Force on Assessing the National Goal Relating to Postsecondary Education (Report 92-07): Chicago, May 19, 1993." Draft, April 5, 1993, typescript. [FaFi-BrannE339] "Theoretical Underpinnings of Free Will: (2011-12)." [2010/11], typescript. [FaFi-BrannE477] "['Tis Three Score Years Plus Four, No More, No Less]." Monday, March 21, 2007, typescript. [FaFi-BrannE346] To the St. John's Class of 1997 [Annapolis], April 18, 1999. [FaFi-BrannE176] Unknown "The Appearance of Athens." [Unknown publication], 1960: 12-14. [FaFi-BrannE012] Unknown: Drafts "[Richard Russo's Straight Man and] First Person Narration in With-It Fiction." Draft, March 25, 2010, manuscript. [FaFi-BrannE469] "A Slanting Light on Pride and Prejudice." Draft, August 2006, typescript. [FaFi-BrannE311] "A Way to Philosophy." Draft, May 1973, typescript. [FaFi-BrannE372] "Against the Imputation of Esotericism in Platonic Dialogues." Draft, August 2007, manuscript. [FaFi-BrannE419] "Authorial Evasions." Draft, March 2011, manuscript. [FaFi-BrannE575] 49 �"In Behalf of the Small Independent Liberal Arts Colleges." Draft, January 1995, typescript. [FaFi-BrannE148] "Mann, Joseph and His Brothers: Ironic Philosophizing." Draft, Summer 2009, manuscript. [FaFi-BrannE455] "Mathematics and Natural Science Segment." Draft, [c. 1999], typescript. [FaFi-BrannE188] "The Great Books of the West and Our Common Bonds." Draft, November 1991, typescript. [FaFi-BrannE130] "The Logos of Heraclitus." Draft, [n.d.], typescript. [FaFi-BrannE461] 50 � 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 Eva Brann Collection Description An account of the resource Please contact the library staff for more information about the collection. Creator An entity primarily responsible for making the resource Brann, Eva T. H. Rights Information about rights held in and over the resource St. John's College holds the rights to this material. 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 pdf Page numeration Number of pages in the original item. 50 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 Bibliography of Eva T. H. Brann, St. John's College Tutor 1957-2023, Dean 1990-1997: Titles in the Collections at Greenfield Library Description An account of the resource Bibliography of the work of Eva T. H. Brann, including her addresses, articles, book contributions, books, book chapters, drafts, unpublished essays, lectures, reviews, translated works, and more. The bibliography was created by Luke Klassen, Student Assistant in the Greenfield Library and member of the Graduate Institute Class of 2025. It was published in 2024. Creator An entity primarily responsible for making the resource Klassen, Luke St. John's College (Annapolis, Md.). Greenfield Library 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 2024 Rights Information about rights held in and over the resource St. John's College holds 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 Subject The topic of the resource Brann, Eva T. H. Language A language of the resource English Deans Tutors